UNIVERSITY  OF  CALIFORNIA 
AT   LOS  ANGELES 


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RECOMMENDATIONS. 


From  W.  A.  Duer,  LL.D.,  President  of  Columbia  College,  New-York. 

At  the  request  of  Mr.  J.  Orville  Taylor,  I  have  examined  Ms 
work  entitled  "  The  District  School,"  and  am  of  opinion  that, 
both  from  its  design  and  execution,  it  well  deserves  the  patronage 
of  the  public,  and  the  special  notice  and  perusal  of  those  engaged 
or  interested  in  promoting  general  education. 

W.  A.  DUER. 

Columbia  College, 
New- York,  Sept.  25th,  1834, 


J 


IVom  Charles  King,  Esq.,  Editor  of  "  The  New-York  American.^ 

Having  read  the  sheets  of  the  above  work,  I  concur  fully  in 
what  is  said  of  it  by  President  Duer. 

CHARLES  KING. 

From  the  Right  Reverend  Bishop  Onderdonk,  of  the  Protestant  Ejdacopai 
Church  in  the  State  of  New-York. 

Mr.  Taylor  has  done  me  the  favour  of  putting  into  my  haads  a 
copy  of  his  "  District  School."  It  being,  however,  at  a  period  of 
more  than  ordinary  pressure  of  official  duty,  I  have  been  able  to 
give  it  only  a  hasty  and  partial  perusal.  But  I  have  been  enabled 
to  get  such  an  insight  into  the  nature  and  plan  of  the  work  as  to 
satisfy  me  of  its  great  value,  and  the  probability  of  its  being  ex- 
tensively useful  to  the  important  cause  of  general  education.  I 
therefore  cheerfully  concur  in  the  above  recommendations. 

BENJAMIN  T.  ONDERDONK. 


RECOMMENDATIONS. 


From  Eliphalet  Nott,  D.D.  LL.D.,  President  of  Union  College, 
Schenectady. 

'"  I  know  of  no  work  so  much  wanted  as  the  one  Mr.  Taylor  has 
now  furnished  ;  and  from  its  design  I  think  it  admirably  fitted  to 
improve  elementary  education. 

ELIPHALET  NOTT. 

From  J.  M.  Mathews,  D.D.,  Chancellor  of  the  New-York  University. 

Mr.  Taylor's  work  on  District  Schools  contains  much  that 
should  be  read  and  pondered  by  parents  and  teachers.  It  is 
written  in  a  clear,  vigorous  style,  is  well  arranged,  and  may  be 
considered  a  valuable  acquisition  to  the  cause  of  elementary 
education. 

J.  M.  MATHEWS. 

From  William  L.  Stone,  Esq.,  Editor  of  the  "  Commercial  Advertiser.'^ 

After  an  examination  of  the  "District  School,"  I  fully  and 
cheerfully  concur  in  the  commendations  bestowed  above. 

WILLIAM  L.  STONE. 

From  Nathan  Bangs,  D.D.,  Editor  of  the  "  Christian  Advocate,"  <Sf-c. 

I  have  looked  over  Mr.  Taylor's  book  on  the  importance  of  a 
well-digested  system  of  elementary  education.  I  am  much 
pleased  with  his  general  plan,  and  the  observations  on  the  spe- 
cific duties,  qualifications,  and  responsibilities  of  parents,  teach- 
ers, and  all  who  have  the  care  of  children  and  youth.  I  cannot, 
therefore,  but  hope,  that  his  book  may  have  an  extensive  circula- 
tion and  be  attentively  read  by  all  classes  of  our  fellow-citizens, 
and  more  especially  that  his  good  design  and  plan  of  instruction 
may  be  particularly  exemplified  in  every  section  of  our  growing 
republic. 

N.  BANGS. 

New- York,  Sept.  26th,  1834. 


RECOMMENDATIONS.  lU 


From  Reverend  William  Parkinson,  A.M.,  Pastor  of  the  First  Baptist 

Church,  New-York. 

Having  long  regretted  the  evident  defects  in  the  usual  manage- 
ment of  our  common  schools,  I  have  been  highly  gratified  in  look- 
ing over,  though  but  hastily,  the  sheets  of  a  book  now  in  the 
press,  entitled  "  District  School,"  by  J.  Orville  Taylor.  In  thi» 
book,  the  defects  alluded  to,  with  their  causes  and  consequences, 
are  justly  brought  to  view,  and  the  requisite  changes,  with  their 
practicability  and  advantages,  are  explicitly  stated  and  happily 
illustrated.  So  far,  therefore,  as  I  have  had  opportunity  to  ex- 
amine Mr.  Taylor's  "District  School,"  I  cheerfully  recommend 
it  to  the  general  reading  and  patronage  of  the  American  public,  as 
a  well-written  work  ;  and  especially,  to  the  careful  attention  of  all 
parents,  and  of  all  teachers  and  trustees  of  schools,  as,  to  them, 
peculiarly  interesting  and  needful. 

WILLIAM  PARKINSON. 

New- York,  Oct.  2d,  1834. 

From  William  M.  Price,  Esq.,  U.  S.  District  Attorney. 

Mr.  Taylor's  "  District  School"  is  a  book  well  adapted  to  the 
promotion  of  the  desirable  object  which  the  writer  has  in  view. 
I  have  great  pleasure  in  commending  this  work  to  public 
patronage. 

WILLIAM  M.  PRICE. 

New-York,  October  8tb,  1834. 


THE' 


DISTRICT     SCHOOL. 


BY  J.  ORVILLE  TAYLOR. 


Elementary  schools  bestow  and  sustain  the  nation's  liberty. 

"  The  virtue  of  mankind,  and  the  knowUdge  which  invigorates 
that  virtue,  and  renders  it  more  surely  useful,  are  the  greatest 
objects  which  benevolence  can  have  in  view." 

Dr.  BRow^. 


NEW-YORK : 
PUBLISHED  BY  HARPER  &   BROTHERS, 

NO.    82     CLirr-STREET. 

183  4. 


■•■»  •-  V  « 


[Entered  according  to  Act  of  Congress,  in  the  year  1834,  by  J.  Ob- 
viLLE  Tayloe,  in  the  Office  of  the  Clerk  of  the  Southern  District 
of  New-York.] 


OZS 


TO 

JAMES    WADSWORTH,  Esq., 

OF    GENESEO,   N.    Y. 


In  dedicating  to  you  a  work,  the  object  of  which  is 
to  show  the  actual  condition  of  elementary  schools 
among  us,  and  to  suggest  practical  hints  as  to  the 
means  of  improving  them,  my  only  warrant  is  the  hon- 
ourable zeal  and  liberal  and  enlightened  spirit  you  have 
tj     manifested  in  the  cause  of  popular  education. 

CO  . 

^  No  one  better  than  yourself  can  judge  how  far  I  have 

<  succeeded  in  my  undertaking;  and  no  one,  I  feel  as- 

££  sured,  will  be  more  ready  to  welcome  any  well  directed 

m  effort,  however  humble,  which  may  promise  to  advance 

o  the  great  cause  you  have  so  warmly  espoused,   and 

^  which,  in  the  following  pages,  is  so  sincerely  advo- 
cated by 

\  The  Author. 


404569 


sr 


New-York,  Oct.  Ist,  1834. 
To  JOHN  DUER,  Esq. 
Sir, 
Permit  me  to  submit  to  your  consideration  the  printed  sheets 
of  a  work,  which  contains  the  results  of  some  personal  examina- 
tion into  our  elementary  schools.     Should  the  work  meet  your 
approbation,  suffer  me  to  request  you  to  confer  a  favour  on  the 
cause  of  general  education,  by  contributing  to  the  "District 
School"  a  short  preface.     Yours  with  high  regard, 

J.  ORVILLE  TAYLOR. 


Sir,— I  have  read  your  book  with  great  pleasure ;  if  the  en- 
closed remarks  will  meet  your  views,  they  are  at  your  service. 

Yours  with  esteem, 

JOHN  DUER. 


PREFACE. 

It  is  to  parents  and  teachers,  and  in  a  measure 
to  legislators,  that  this  work  is  addressed ;  and  on 
the  minds  of  those  who  will  read  it  with  the  neces- 
sary attention  it  cannot  fail  to  make  a  most  salu- 
tary impression.  The  title  is  modest  and  unpre- 
tending; the  style,  though  eminently  clear  and 
forcible,  plain  and  unlaboured ;  but  the  subjects  of 
which  it  treats,  and  well  and  ably  treats,  are  of  the 
very  highest  importance, — far  more  important 
than  the  topics  which  are  usually  discussed  in  our 
halls  of  legislation,  and  which,  dignified  by  the 


U  PREFACE. 

eloquence  of  statesmen,  and  exaggerated  by  the 
arts  of  popular  declaimers,  have  sometimes  fixed 
the  attention,  and  agitated  the  passions,  of  the 
whole  community.  The  reflections  of  the  author 
are  evidently  the  combined  result  of  experience 
and  extensive  and  accurate  observation  ;  and  he 
writes  with  that  earnest  simplicity  which  is  the 
never-failing  proof  of  sincerity,  and  which,  it  may 
be  hoped,  will  transfer  to  the  minds  of  his  readers 
a  portion  of  his  own  generous  and  disinterested 
zeal, — his  zeal  in  the  cause  of  public  improvement 
and  general  happiness, — the  cause  to  which  he  has 
consecrated  his  talents,  his  attainments,  and-  his 
future  life. 

Entertaining  this  sense  of  the  value  of  his  work, 
I  have  felt  it  a  duty  to  comply  with  the  request  of 
the  author  by  contributing  this  brief  preface  ;  nor 
have  I  been  unwilling,  I  confess,  to  connect  my 
name  with  a  publication  which,  should  its  circu- 
lation be  as  extensive  as  it  may,  and  ought  to  be, 
will  perhaps  mark  an  era  in  the  history  of  public 
instruction. 

To  enforce  the  duty  and  necessity  of  extending 
to  all  the  benefits  of  education,  in  the  full  and  true 
sense  of  the  term, — to  expose  the  defects  of  the 
system  of  primary  instruction  which  now  prevails, 
— and  to  suggest  some  of  the  appropriate  remedies, 
is  the  design  of  the  work.  On  some  of  the  subor- 
dinate topics  of  discussion  differences  of  opinion 
may  and  will  exist ;  but  all  who  are  competent  to 
judge,  and  will  give  their  due  attention  to  the 


PREFACE.  Ill 

facts  which  this  book  discloses,  must  unite  in  the 
conclusion,  that  our  present  system  of  popular 
education  is  radically  defective.  It  is  on  this  point 
chiefly  that  the  public  mind  requires  to  be  dis- 
abused ;  it  is  in  relation  to  this  that  there  exists — I 
speak  especially  of  this  State — a  very  general  delu- 
sion. We  are  told  that  under  the  fostering  patron- 
age of  the  government,  more  than  half  a  million  of 
children  are  taught  in  our  common  schools, — 
our  pride,  as  citizens  of  the  Empire  State,  is  grati- 
fied, and  we  content  ourselves  with  the  general 
statement,  omitting  to  inquire  into  the  character 
and  value  of  the  instruction  which  is  thus  im- 
parted ;  we  know  not,  for  we  care  not  to  know,  that 
it  is  in  truth  so  imperfect  and  scanty  as  hardly  to 
deserve  the  name  even  of  elementary — ^that  it  is 
unconnected  with  any  thing  resembling  moral  disci- 
pline or  the  formation  of  character, — that  the  teach- 
ers, inexperienced,  transitory,  snatched  up  for  the 
occasion,  are  paid  by  salaries  which  hardly  exceed 
the  wages  of  the  menial  servant  or  the  common 
labourer, — and  that,  as  a  necessary  consequence, 
ignorant  and  disqualified,  they  are  perhaps  even 
overpaid  by  the  pittance  which  they  receive.  Yet 
it  is  in  such  schools  and  by  such  instructers  that 
thirty-eight  out  of  forty  of  the  children  of  the  nation 
are,  as  we  phrase  it,  educated.  We  have  lived  in 
a  pleasing  delusion :  but  it  is  time  we  should  awake. 
It  is  time  that  we  should  cease  to  boast  of  the 
superior  intelligence  of  the  American  people,  as 
compared  with  that  of  the  population  of  the  Old 


IT  PHEFACE. 

World ;  we  must  no  longer  refer  to  our  common 
schools  as  furnishing  at  once  the  evidence  and  ex- 
planation of  the  asserted  fact ;  it  cannot  be  con- 
cealed, and  ought  not  to  be  denied,  that  under 
one  of  the  most  arbitrary  governments  of  Europe 
(despotic  in  its  form,  but  in  its  present  adminis- 
tration most  enlightened  and  paternal),  the  children 
of  all,  even  of  the  meanest  peasant  in  the  king- 
dom, are  receiving,  in  their  village  and  parish 
schools,  more  varied  and  solid,  and  in  every  sense 
valuable,  instruction,  than  any  of  our  schools,  I  had 
almost  said  academies,  are  accustomed  or  compe- 
tent to  furnish !  The  fact  is  certain  :  what  reflec- 
tions must  it  suggest  to  the  minds  of  Americans 
who  truly  honour  and  love  their  country  and  its 
institutions  !* 

It  is  to  parents  and  teachers,  as  already  stated, 
that  the  exhortations  of  the  author  are  principally 
directed,  and  it  is  from  their  voluntary  exertions 
that  he  seems  to  expect  that  reform,  the  necessity 
of  which  he  has  so  clearly  estabUshed.  He  admits 
that  the  school  systems  in  active  operation  in 
many  of  the  States  are  wisely  organized;  and 
that  in  many  (meaning  to  include  our  own)  "  all 

*  The  admirable  report  of  M.  Cousin  to  the  French  govern- 
ment, "  On  the  State  of  Public  Instruction  in  Prussia,"  the  pub- 
lication of  which  has  excited  so  lively  an  interest  in  Europe  as 
well  as  in  France,  has  been  lately  translated  by  Mrs.  Austin,  the 
authoress  of  the  very  best  translation  in  the  English  language, — 
that  of  "  The  Tour  of  a  German  Prince."  This  report,  together 
with  the  admirable  preface  of  Mrs.  Austin,  ought  without  delay 
to  be  repubUehed  in  this  country. 


PREFACE. 


that  legislation  can  do  has  already  been  done." 
From  this  last  opinion  I  am  compelled  to  state 
my  entire  dissent.  Looking  to  the  models  of  Ger- 
many and  France,  no  "  system  of  public  instruc- 
tion" has  yet  been  organized  in  any  of  the  States, 
and  in  none  has  the  appropriate  work  of  legislation 
been  more  than  commenced.  I  do  not  hesitate  to 
avow  the  belief,  that  without  regulations  far  more 
extensive  than  have  yet  been  introduced, — a  control 
far  more  enlightened  and  constant  than  has  yet  been 
exercised, — and  fiscal  aid  far  more  ample  than  has 
yet  been  afforded,  it  is  vain  to  expect  that  the 
character  of  our  common  schools  can  be  truly  and 
permanently  improved.  It  is  conceded  by  all  that 
nothing  can  be  done  without  competent  teachers, 
and  such  teachers,  in  the  number  and  of  the  quali- 
fications required,  we  can  never  have,  unless  they 
are  properly  trained,  and  properly  examined,  and 
watched,  and  controlled,  and,  above  all,  properly 
reioardtd. 

Neither  the  districts,  nor  the  towns,  gener- 
ally speaking,  are  willing  or  even  able  to  select 
or  reward  such  teachers,  and  still  less  to  prepare 
them  for  their  functions,  and  direct  them  in  their 
labours.  If  good  is  to  be  done,  we  must  bring  our 
minds  as  soon  as  possible  to  the  confession  of  the 
truth,  that  the  education  of  the  people,  to  be  effect- 
ual, must  here  as  elsewhere,  to  a  great  extent,  be  the 
work  of  the  State  ;  and  that  an  expense,  of  which 
all  should  feel  the  necessity,  and  all  will  share  the 

benefit,  must,  in  a  just  proportion,  be  borne  by  all. 
A2 


yI  preface:. 

It  is  true  that  the  public  mind  must  be  prepared 
for  legislative  action,  and  the  belief  of  the  value  of 
that  education  w^hich  alone  merits  the  name  must 
be  far  more  pervading  and  serious  than  it  now  is, 
before  legislatures  will  have  either  the  inclination 
or  the  courage  to  act. 

The  dissemination  of  this  book,  and  of  the  truths 
which  it  contains,  will  tend  thus  to  prepare  the 
public  mind,  to  produce  the  right  state  of  feeling 
and  of  thought ;  for  assuredly  it  will  not  be  read  in 
vain  by  parents  who  are  such  in  heart  and  in  con- 
science, not  in  name  merely. 

There  are  some  truths  which  it  may  be  painful 
to  confess,  yet  are  most  necessary  to  be  known. 
To  the  reflecting  and  the  candid  it  will  not  seem 
extravagant  to  say  that  the  chief  source  of  the 
evils,  the  disorders,  the  crimes  which  afflict  society, 
is  to  be  found  in  the  heartless  indifference  of 
the  higher  classes,  the  rich,  the  educated,  the 
refined,  towards  the  comfort  and  well-being  of 
those  they  term  or  deem  their  inferiors,  and  their 
consequent  neglect  of  the  intellectual  and  moral  im- 
provement of  those  who  always  have  been,  and 
would  seem  by  the  order  of  Providence,  always 
must  be,  the  most  numerous  class, — those  who  de- 
pend on  their  daily  labour  for  their  daily  support. 
It  is  this  neglect,  the  alienation  it  produces,  the  ig- 
norance it  perpetuates,  the  vices  it  fosters,  which 
leave  marked  the  broad  line  of  separation,  on  the 
one  side  of  which  are  the  few,  indolent,  disdainful, 


PEEFACE.  VJi 

proud,  on  the  other  the  many,  restless,  envious,  dis- 
contented. It  is  this  which  keeps  the  minds  of 
a  multitude  in  a  constant  state  of  irritation,  and 
which,  when  the  base  demagogue  seeks  to  array 
the  poor  against  the  rich,  collects  the  crowd  of  his 
willing  auditors,  and  arms  him  with  his  dreaded 
power.  It  is  this  which  caused  the  atrocities 
of  the  French  Revolution,  and  which  deepens 
and  darkens  the  cloud  that  now  hangs  over  Eng- 
land. It  is  this  neglect — the  grand  crime  of  civ- 
ilized and  Christian  society,  which,  in  every 
country,  sooner  or  later,  and  in  none  more  cer- 
tainly than  in  our  own,  if  continued,  is  destined  to 
meet  a  fearful  retribution.  Here  most  emphati- 
cally is  it  true,  that  the  people  must  be  raised  to 
the  level  of  their  rights  and  duties,  must  be  made 
the  safe  depositaries  of  the  power  which  they  pos- 
sess, or  in  the  history  of  other  republics  we  may 
read  our  own  fate: — first,  lawless  anarchy — next, 
the  calm  which  fear  and  the  bayonet  produce — 
the  calm  of  military  despotism. 

How  then  are  these  evils  to  be  prevented? — 
this  fate  to  be  averted?  I  answer,  all  that  is 
odious,  all  that  is  dangerous  in  the  distinctions 
which  the  free  acquisition  and  the  lawful  enjoyment 
of  property  must  always  create,  will  soon  vanish, 
and  all  classes  be  united  in  the  enduring  bonds  of 
sympathy  and  gratitude,  when  the  rich  (I  include 
all  who  have  the  leisure  or  means  to  bestow)  shall 
understand  and  feel  that  it  is  their  paramount  duty 
to  improve  the  physical  and  elevate  the  moral 


Vlll  PREFACE. 

condition  of  their  fellow-beings,  or,  to  express 
nearly  the  whole  in  one  word — to  educate  the 
poor. 

Let  those  on  whom  the  burthen  ought  to  fall 
willingly  assume — cheerfully  sustain  it,  and  there 
will  be  no  further  obstacle  to  the  action  of  the 
Legislature,  no  further  difficulty  in  organizing  a 
system  effectual,  permanent,  universal. 

All  that  has  been  done  in  Prussia,  and  is  about 
to  be  done  in  France,  may  be  done  here,  and 
neither  the  patriot,  the  philanthropist,  nor  the  Chris- 
tian can  desire  more. 

J.  D. 


r^"**^' 


CONTENTS. 


SECTION  I. 

DUTIES  OF  PARENTS  IN  EDUCATING  THEIR  CHILDREN. 

These  duties  have  been  treated  in  too  general  a  man- 
ner— The  peculiar  duties  of  those  who  educate  their 
children  in  the  district  school  have  not  been  sufficiently 
enforced — These  considered — The  parent's  first  duty  is 
self-  examination — The  parent  is  the  natural  instructor 
and  guardian  of  the  child — Parents  neglect  their  chil- 
dren during  the  susceptible  years  of  infancy — Children 
begin  to  act  and  learn  from  the  first  moment  of  their  ex- 
istence— Parents  do  not  notice  the  effect  of  their  oven 
example  before  infants — The  mother  may  shape  the 
character — Parents  leave  the  education  of  their  children 
too  much  with  the  schoolmaster — They  frequently  have 
a  bad  government  over  their  children  at  home — Difiicult 
to  govern  such  children — Parents  should  co-operate  with 
the  teacher — Supply  his  defects — Parents  should  con- 
tinue their  children's  education  after  the  school  days  are 
ended — This  by  giving  them  the  means  of  knowledge — 
By  example — By  showing  the  pleasures  and  advantages 
of  knowledge — The  parent's  happiness  depends  upon 
the  education  of  his  children — 1  he  child's  happiness  de- 
pends upon  its  education — The  diflerence  of  early  train- 
ing makes  the  great  difiference  among  men — It  is  the 
parent's  duty  to  his  country  to  educate  his  children — It 
is  his  duty  to  society — If  the  parent  does  not  educate 
his  children,  the  world  will — Virtue  and  knowledge  need 
a  teacher — If  children  are  useful  in  after-life,  it  will  be 
because  they  obtained  the  power  to  be  so  while  young. 


X  CONTENTS. 

SECTION  II. 

QUALIFICATIONS  OF  TEACHERS. 

The  want  of  well  qualified  teachers  in  the  United 
States — The  number  of  common  school  teachers  em- 
ployed— Some  of  the  deficiencies  described — Ignorant 
of  the  studies  which  they  teach — Ignorant  of  the  nature 
and  operations  of  the  youthful  mind — No  preparation 
made  for  teaching — The  profession  made  a  temporary 
thing — In  the  first  place,  teachers  should  well  consider 
the  nature  of  their  employment — Teachers  should  ex- 
amine their  acquirements — They  should  be  good  readers 
— The  poor  reading  in  our  schools  noticed — Instructions 
in  this  art  to  teachers — The  example  of  good  reading  in 
the  teacher — Teachers  should  be  good  penmen — They 
should  be  ready  and  accurate  in  the  science  of  Arith- 
metic— With  Geography — Teachers  should  have  a 
thorough  knowledge  of  the  Grammar  and  Philosophy  of 
the  English  Language — They  should  be  well  versed  in 
History — They  should  be  able  to  impart  knowledge  to 
others — The  inability  of  teachers,  and  all  students,  to  tell 
what  they  know,  or  what  they  think  they  know — Our 
system  of  education  deficient,  in  making  men  commu- 
nicate, or  make  a  practical  use  of  what  they  learn — The 
great  necessity  of  the  teacher's  having  this  ability  of  im- 
parting to  others, 37 

SECTION  III. 

QTTALIFICATIONS  OF  TEACHERS,  CONTINUED. 

A  teacher  should  have  a  good  moral  character — He 
should  govern  himself — He  should  have  a  good  judg- 
ment— A  teacher  should  have  an  even,  uniform  temper 
— He  should  have  decision  and  firmness — He  should  be 
able  to  sympathise  with  his  pupils — He  should  be 
able  to  discriminate  character — He  should  be  able  to 
illustrate  and  simplify — He  should  teach  as  Nature 
teaches 52 


.i 


CONTENTS.  XI 

SECTION  IV. 

QUALIFICATIONS  OF  TEACHERS,  CONCLUDED. 

A  teacher  should  love  his  business — He  should  make 
his  business  his  study  and  his  profession — He  should  be 
patient  and  persevering — He  should  be  able  and  disposed 
to  overcome  the  various  difficulties  of  his  arduous 
profession — Several  difficulties  described — A  teacher 
should  always  appear  pleasant  and  affectionate — He 
shoild  be  qualified  to  shovir  his  pupils  the  importance 
of  knowledge, 65 

SECTION   V. 

THE  ADAPTATION  AND  IMPORTANCE  OF  COMMON  SCHOOLS, 
AND  THE  DUTIES  OF  THOSE  WHO  HAVE  A  GENERAL  SU- 
PERINTENDENCE OVER  THEM. 

The  school  system,  adopted  by  the  state  of  New- 
York,  recommended — The  wisdom  of  this  system — 
The  importance  of  good  common  or  district  schools — 
The  neglect  which  learned  and  leading  men  have  given 
them — The  claims  of  these  schools  upon  the  wise  and 
wealthy — The  good  effects  of  general  intelligence — The 
duties  of  Inspectors — The  lax  manner  in  which  they 
fulfil  their  duties — They  should  be  more  rigid — The 
duties  of  the  Trustees  of  common  schools — The  man- 
ner they  have  performed  their  duties — The  duties  of 
Commissioners — The  duties  which  ministers  owe  to 
common  schools — The  duties  of  every  inhabitant  of  the 
district, 75 

SECTION  VI. 

TEACHING  SHOULD  BE   MADE  A  PROFESSION. 

The  teacher's  profession  should  be  made  as  distinct 
as  the  lawyer's  or  the  divine's — We  should  require 
professional  knowledge  in  the  teacher  as  well  as  in  the 
preacher — Teaching  is  not  made  honourable  because 
teachers  have  not  prepared  themselves  for  their  business 
— Teachers  should  avail  themselves  of  all  the  help  they 


3m  CONTENTS. 

can  obtain — It  must  be  their  highest  ambition  to  be  good 
schoolmasters — In  a  profession  there  is  a  constant  ac- 
cumulation of  experimental  knowledge — In  the  art  of 
teaching  there  is  no  instruction  in  the  past — Teachers 
have  not  communicated  with  each  other — If  teaching 
was  made  a  profession,  teachers  would  sympathize  with 
each  other — They  would  feel  that  they  had  the  honour 
of  the  profession  to  support — That  the  eyes  of  the  world 
were  on  them — That  they  might  be  known  and  hon- 
oured— He  could  then  compare  himself  with  other  teach- 
ers— Each  teacher  would  receive  a  part  of  the  respect 
which  would  be  paid  to  the  profession,     ....    89 

SECTION  VII. 

THE  GOVERNMENT   AND  DISCIPLINE  OP  A  SCHOOL. 

The  government  of  a  school  should  be  a  constant 
moral  discipline — The  end  and  object  of  all  government 
should  be,  to  make  men  govern  themselves — The  teacher 
should  labour  to  make  his  pupils  understand  what  is 
right  and  what  is  wrong,  or  the  foundation  of  law — A 
teacher  should  govern  his  scholars  as  rational,  moral 
beings — The  superiority  of  a  government  of  reason — 
Punishment  should  always  answer  its  end — Punish- 
ments should  not  be  inflicted  before  the  school — Crimes 
which  are  common  should  be  brought  before  the  school 
— The  teacher  should  show  his  scholars  that  he  is  acting 
under  moral  obligations — A  teacher  should  have  the 
same  government  over  himself  out  of  school,  that  he 
has  in  school — The  government  of  a  school  should  be 
regular  and  systematic — A  teacher  should  not  threaten 
or  fret — A  government  should  not  be  severe  at  one  time 
and  lax  at  another — The  manners  of  children  in  school 
— The  manners  of  the  American  people — The  language 
of  scholars, 95 

SECTION  VIIL 

THE  RESPONSIBILITY  OF  TEACHERS. 

The  teacher  is  placed  with  the  young  and  ignorant 


CONSENTS.  Xlll 

mind,  which  is  to  be  instructed — Teachers  do  not  feel 
the  responsibility  of  their  office — Tl\dr  responsibihty 
is  increased  by  an  original  principle  i*  children  lo  im- 
itate— The  principle  of  imitation  may  be  turned  to  a 
good  account — Teachers  are  under  a  high  responsibil- 
ity, since  to  them  parents  have  committed  the  educatioa 
of  their  children — Society  expects  that  teachers  will 
make  the  children  and  youth  social,  honourable,  and  be- 
nevolent members — Teachers  are  responsible  to  their 
country  for  the  manner  in  which  they  educate  her  youth 
— The  responsibility  of  teachers  is  great,  from  the  con- 
sideration that  they  will  give  character  to  future  com- 
munities— The  responsibility  of  teachers  is  seen,  by 
reflecting,  that  the  happiness  of  each  scholar  is,  in  a 
great  measure,  in  the  hands  of  the  instructer — And 
lastly,  how  responsible  are  teachers,  since  their  influ- 
ence will  reach  into  the  world  "  that  is  to  come,"  .  107 


SECTION  IX. 

THE  TEACMEH's  COMPENSATION. 

The  labours  of  a  teacher  are  arduous  and  responsi* 
ble — They  are  not  well  rewarded — There  is  no  labour 
for  which  the  American  people  do  not  pay  more  than 
they  do  for  Elementary  Teaching — A  young  man  can- 
not afford  to  expend  one  cent  in  preparing  himself  to 
teach  a  common  school — The  unwillingness  of  parents 
to  pay  an  adequate  compensation  to  qualified  teachers 
— Parents  do  not  perceive  the  bad  effects  of  giving  low 
wages  to  teachers — If  parents  would  give  higher  wages, 
it  would  induce  young  men  to  qualify  themselves  for  in- 
structing— It  would  be  for  the  parent's  interest  to  pay 
higher  wages,  and  employ  qualified  teachers — In  the 
first  place,  because  it  would  save  tuition  money — In  the 
second  place,  because  it  would  save  their  children's 
time — And  in  the  third  place,  because  it  would  save 
parents  much  expense  in  Books,  Paper,  Maps,  Slates, 
&c. — By  employing  a  proper  teacher  parents  would 
know  that  their  children  would  be  well  educated — Chil- 
B 


XIV  CONTENTS. 

dren  would  then  love  the  school — If  parents  would  in- 
crease the  teacljer's  wages,  they  would  raise  the  char- 
acterof  the  teacher's  profession — Parents  cannot  receive 
the  advantages  of  the  School  System  unless  they  employ 
qualified  teachers — And  finally,  to  pay  well  qualified 
teachers  is  the  only  way  for  parents  to  increase  the  use- 
fulness, and  raise  the  character  of  district  schools,    119 

SECTION  X. 

A  TEACHER  SHOULD  MAKE  HIS  SCHOOL  PLEASANT. 

Children  and  youth  are  governed  almost  entirely 
by  their  feelings — A  teacher  must  control  and  take 
advantage  of  this  government — The  influence  of  first 
impressions  with  those  who  are  governed  by  feeling— 
The  teacher  must  love  his  school  if  he  would  make  it 
pleasant — He  must  create  friendship  and  good-will 
among  his  scholars — The  teacher  can  make  his  school 
pleasant  by  making  the  acquisition  of  knowledge  the 
means  of  happiness — By  giving  his  pupils  timely  and 
agreeable  recreations — He  may  make  his  school  pleas- 
ant by  simplifying  the  studies,  and  by  presenting  hia 
instructions  in  an  attractive  form — The  teacher  may 
make  his  school  pleasant  by  getting  the  love  and  confi- 
dence of  his  scholars,      ^_.     .  131 

SECTION  XI. 

THE  BEST  MBTHOD  OF  TEACHING  SPELLING  AND  READING. 

The  early  age  when  children  begin  to  learn — They 
may  learn  the  names  of  the  letters  as  they  learn  the 
names  of  their  playthings  or  associates — The  early  in- 
structions of  parents — The  usual  method  of  teaching  the 
letters  described — A  better  method  suggested — Direc- 
tions in  teaching  children  the  powers  of  letters — Its  dif- 
ficulty— The  bad  habit  of  not  separating  and  pronounc- 
ing the  syllables  when  the  word  is  spelt — The  error 
(in  learning  to  spell)  of  correcting  with  the  ear  what 
belongs  to  the  eye — A  better  method  of  teaching  spell- 
ing— The  evil  of  confining  the  children's  attention  for 


CONTENTS.  XV 

SO  long  a  time  to  mere  words — The  pupil  should  con- 
nect a  meaning  with  words  as  soon  as  possible — The 
unsuitableness  of  the  books  which  children  use  while 
learning  to  read — The  bad  effect  of  pronouncing  words 
without  affixing  any  meaning,  and  of  reading  what  we 
do  not  understand — At  present,  the  pupil  reads  to  master 
the  words,  not  to  get  knowledge — The  reason  of  so  much 
poor  reading  and  speaking  shown — Proper  readingbooks 
recommended — Children  should  not  read  what  tliey  do 
not  understand — The  inability  of  the  unlearned  and 
learned  to  give  a  correct  definition  to  the  words  in  com- 
mon use — The  evil  of  this — The  bad  practice  of  reading 
with  unnatural  tones  of  voice — Teachers  do  not  attend 
to  articulation — Rules  to  pupils  in  a  common  school 
that  they  may  learn  to  read  well, 141 

SECTION  XII. 

THE  BEST  METHOD  OP  TEACHING  WRITING. 

The  universality  of  bad  penmanship — The  time  and 
money  wasted  in  learning  to  write — The  usual  but  de- 
fective method  of  teaching  writing  described — The  po- 
sition of  the  pupil  at  the  writing  desk — The  way  in 
which  the  pen  is  held — Bad  ink — Improper  desks — The 
teacher  attending  to  something  else  while  the  scholars 
are  writing — The  teacher's  criticisms  too  general — The 
unfitness  of  the  copies  set — The  advantages  of  writing 
a  good  hand — The  child  should  commence  writing  at 
an  early  age — In  their  first  lessons  scholars  should  use 
the  slate  and  pencil — The  advantages  of  using  the  slate 
and  pencil — Directions  to  the  pupil  when  it  begins  to 
use  the  pen  and  writing  book — The  cause  of  bad  ink — 
The  natural  position  of  the  pupil,  and  the  proper  man- 
ner of  holding  the  pen  described — Pupils  should  make 
their  pens — The  hands  should  be  kept  pliable — Scholars 
should  read  writing  more — They  should  practise  writing 
without  a  copy -plate, 154 


XVI  CONTENTS. 

SECTION  XIII. 

THE  BEST  METHOD  OF  TEACHING  GEOGRAPHY. 

The  study  of  Geography  is  very  general,  but  not  of 
much  benefit,  in  the  way  it  is  now  taught — Some  of  the 
defects  in  the  present  system  of  teaching  Geography 
mentioned ;  and  first,  scholars  do  not  easily  perceive, 
and  in  many  cases  never,  the  true  figure  and  motions  of 
the  earth  from  its  representation  on  the  plain  surfaces 
of  Maps — There  is  a  want  of  Globes — Secondly,  the 
weak  and  limited  minds  of  pupils  are  required  to  look 
over  too  much  space,  and  at  too  many  objects  at  once — 
Thirdly,  scholars  learn  the  definitions  of  the  names  of 
places,  but  do  not  form  any  idea  of  their  situation  and 
appearance — Fourthly,  the  representation  of  places  and 
objects  on  the  map,  by  marks,  lines,  and  spaces,  do  not 
cause  the  child  to  conceive  their  true  position,  appear- 
ance, and  location — Fifthly,  there  is  too  much  said  of 
dress,  and  fashions,  and  manners,  and  people  ;  the  pu- 
pils think  of  persons  rather  than  places — These  evils 
may  receive  a  remedy — The  child  may  commence  the 
study  of  Geography  when  five  or  six  years  old — The 
inductive  method  of  teaching  Geograpliy  explained,  and 
strongly  recommended — The  several  steps  in  the  study 
mentioned — The  symmetry  which  the  study  of  Geogra- 
phy gives  the  mind — Instructions  to  teachers  and  learners 
of  Geography, 166 

SECTION  XIV. 

THE  BEST  METHOD  OF  TEACHING  ARITHMETIC. 

Scholars  obtain  but  little  from  arithmetic  which  is  of 
any  practical  use — The  reasons  for  this  suggested — 
The  first  steps  are  not  mastered — The  examples  in  the 
book  not  practical — The  rules  are  committed  but  not 
understood — The  tables  but  partly  learned — The  dis- 
gust for  the  science — The  sums  worked  out  by  the 
teacher  not  understood  by  the  scholars — The  books 
deficient — Teachers  do  not  bring  enough  of  the  business 
of   the  world  into  the  school-room — Almost  the  first 


CONTENTS.  XVU 

thing  which  the  child  notices  is  number — The  arithmet- 
ical operations  of  the  infant  mind — The  encouragement 
and  direction  which  teachers  should  give  to  these  ope- 
rations— The  assistance  of  visible,  tangible  signs — 
Prudence  in  the  use  of  signs  which  represent  abstract 
numbers — Directions  in  learning  the  tables — The  ne- 
cessity of  practical  business  sums  from  the  teacher 
— The  teacher  should  aim  at  rapidity  of  operation,  and 
discipline  of  mind, 179 

SECTION  XV. 

THE  BEST  METHOD  OF  TEACHING  GRAMMAR. 

The  nature  and  use  of  grammar — The  facts  and  phe- 
nomena upon  which  the  grammar  of  a  language  is 
founded — The  distinctions  between  the  several  classes 
of  words  or  parts  of  speech  are  clear  and  immutable^— 
All  have  the  opportunity  of  observing  these  facts  and 
phenomena — The  reasons  for  grammar  being  an  import- 
ant study  to  all — Grammar  has  been  considered  diffi- 
cult— Difficulties  have  arisen  from  the  manner  in  which 
it  is  taught,  not  from  the  nature  of  the  science — But  few 
scholars  are  benefited  by  the  study  of  grammar — The 
study  has  consisted  in  committing  to  memory  and  in 
guessing — A  practical  knowledge  of  the  science  is  level 
with  the  capacities  of  all — The  deficiency  of  books — 
The  rules  and  definitions  not  understood — Teachers  are 
seldom  good  grammarians — A  system  of  teaching  gram- 
mar recommended  which  has  been  thoroughly  tested— 
The  importance  of  giving  correct  definitions  to  this  sci- 
ence has  never  been  sufficiently  considered — The  reason 
given  for  so  much  guessing  in  the  parsing  exercises — 
The  several  parts  of  speech  considered  separately — 
Their  various  modifications — The  ability  which  the 
pupil  now  has — Further  directions  in  finishing  the  study 
of  grammar, 199 

SECTION  XVI. 

HISTORY  SHOULD  BE  MADE  A  STUDY  IN  DISTRICT  SCHOOLS. 

American  youth  neglect  the  history  of  their  countiy 
B3 


XVlll  CONTENTS. 

— We  know  more  of  the  history  of  other  nations — Chil- 
dren and  youth  should  study  their  country's  history,  and 
prize  it  as  the  great  register  of  civil  rights  and  noble 
deeds — It  would  prepare  them  to  act  for  the  present 
and  the  future — Our  history  should  be  taught  at  home, 
and  at  school,  and  by  the  way-side — Some  of  the  great 
events  of  our  history  alluded  to — Who  does  not  wish  to 
acquaint  himself  with  these  ? — The  aid  which  history 
would  give, 206 

SECTION  XVII. 

COMPOSITION  SHOULD  BE  PRACTISED  IN  DISTRICT  SCHOOLS. 

There  is  but  little  attention  to  composition  in  our 
common  schools — To  compose  well  is  not  made  a 
necessary  qualification  in  the  teacher — Scholars  dislike 
composition,  and  consider  the  art  a  mystery — Scholars 
make  an  improper  choice  of  subjects  for  composition — 
They  suppose  that  something  entirely  original  must  be 
written — In  composition,  scholars  practise  the  harder  to 
learn  the  easier — The  bad  influence  of  ill-directed  efforts 
and  wrong  instruction — The  preventive  of  these  evils 
— Directions  to  young  writers — Composition  should  have 
a  prominent  place  in  our  primary  schools — The  good 
effects  of  exercises  in  composition — The  scholar's  ina- 
bility to  communicate  his  ideas — Composition  not  diffi- 
cult— Directions  to  the  teacher, 209 

SECTION  XVIII. 

CONVENTIONS  OF  TEACHERS. 

Conventions  may  improve  teachers  and  the  systems 
of  instruction — Other  classes  of  men  and  professions 
have  their  conventions — The  utility  of  these  conventions 
— Teachers'  conventions  may  be  made  as  useful — The 
teacher  needs  all  the  help  he  can  get — The  necessity  of 
teachers'  conventions — The  object  of  conventions — The 
business  that  may  be  transacted  before  them — The  mu- 
tual improvement  of  teachers — Means  proposed  at  these 
conventions  for  improving  the  condition  of  the  schools 


CONTENTS.  XIX 

and  the  state  of  education — Means  that  may  be  used  at 
these  conventions  for  exciting  an  interest  in  primary 
schools,  and  of  arousing  the  indifference  of  parents,  216 

SECTION  XIX. 

THE  LOCATION  AND  STRUCTtTRE  OF  SCHOOL-HOTTSES. 

Our  school-houses  are  among  the  worst  specimens  of 
architecture — Tl)e  reasons  for  this — The  improper  loca- 
tion of  school-houses — The  influence  of  such  locations 
— The  bad  structure  of  school-houses — A  proper  loca- 
tion described — The  teaching  of  outward  objects,  whether 
animate  or  inanimate — The  size  of  a  suitable  school- 
house — Its  proper  structure — Suitable  fixtures — The  in- 
fluence of  unsuitable  seats  and  desks — School-houses 
are  poorly  ventilated — The  bid  effects  of  impure  air — 
The  play-ground  for  the  scholars — Wood-house — A 
suitable  watering-place, 223 

SECTION  XX. 

BHETORIC  IN  ELEMENTARY  SCHOOLS. 

The  common  belief  that  scholars  must  "  learn  how'* 
to  speak — The  popularity  of  artificial  systems  of  rhet- 
oric— These  do  not  give  a  good  natural  delivery — The 
universal  practice  of  speaking  in  elementary  schools — 
The  effect  of  so  much  artificial  training — Objections 
against  artificial  schemes  of  rhetoric — Notice  of  some 
ingenious  and  useful  remarks  from  authors  of  artificial 
schemes — The  different  tones  of  voice  which  the  same 
individual  makes  use  of  in  conversation  from  those  which 
he  uses  while  reading — The  effect  of  reading  in  these 
unnatural  tones — The  impressiveness  of  a  natural  man- 
ner— The  sense  should  be  thought  of,  and  let  nature 
suggest  the  manner — The  natural  manner  does  not  con- 
sist in  taking  no  pains  at  all — The  difiiculties  of  reading 
or  speaking  naturally,  that  is,  according  to  the  sense, 
the  subject,  the  place,  and  the  occasion — Under  these 
artificial  schemes,  scholars  are  unfitted  for  instruction  in 
elocution  when  they  enter  higher  institutions — Yet,  we 


XX  CONTENTS. 

think  it  the  dutj'  of  every  elementary  teacher  to  do  all 
in  his  power  to  make  his  pupils  good  readers  and  speak- 
ers— But  he  should  not  use  art — Let  nature  teach — 
Teachers  should  begin  with  scholars  when  they  learn 
their  letters — The  habits  formed  while  learning  to  spell 
and  read — Articulation — Let  nothing  be  read  but  what 
is  understood — Let  the  scholar  withdraw  his  attention 
from  himself,  and  enter  into  the  feelings  and  thoughts  of 
the  author — Unsuitable  pieces  selected  for  declamation 
— Proper  subjects  for  speaking  pointed  out — The  ad- 
vantages of  a  natural  manner,  231 

SECTION  XXL 

RELIGIOUS  INSTRUCTION  IN  COMMON  SCHOOLS,    .       .    247 


PART  II. 


SECTION  L 


EVILS  FROM  IGNORANCE. 


The  universal  tniths  which  history  presents — The 
imaginary  evils  which  ignorance  has  connected  with  the 
Laws  of  Nature — Eclipses,  Comets,  Judicial  Astrology, 
Ignis-Fatui,  Superstitious  notions.  Spectres,  Ideal^gen- 
cies,  Foolish  and  Erroneous  Maxims,  Whimsical  and 
False  Sayings — The  prevalence  of  these  and  their  great 
evil — The  cruelty  and  injustice  from  ignorance — Evils 
which  the  ignorant  bring  upon  themselves  by  not  per- 
ceiving and  conforming  to  the  natural  relations  which 
exist  between  themselves  and  the  objects  around  them 
— Evils  from  an  improper  and  excessive  use  of  the 
senses — The  intellectual  nature  designed  to  govern  the 
sensual — Evils  from  the  government  of  the  animal 
nature — Evils  of  the  ignorance  of  Muscular  Action — 
Evils  from  not  perceiving  the  teachings  of  the  Creator 
— Evils  from  the  want  of  a  moral  and  intellectual 
vision, 266 


CONTBNT3.  XXI 

'"  SECTION  II. 

ADVANTAGES  OF  KNOWLEDGE. 

A  comparison  of  the  means  of  happiness  between  a 
literate  and  illiterate  people — Knowledge,  by  showing 
the  true  principles  and  nature  of  things,  will  prevent 
those  evils  which  originate  in  ignorance — The  founda- 
tion of  science — The  favourable  employment  of  the  en- 
lightened farmer — The  ability  of  the  intelligent  practical 
man — Knowledge  makes  men  more  skilful  in  the  arts — 
The  advantage  which  the  intelligent  agriculturist  has 
over  his  less  informed  neighbour — The  necessity  of  a 
good  education,  that  men  may  be  profited  by  public  in- 
struction— The  reason  of  so  much  indifference  to  useful 
knowledge — The  instructions  of  the  public — Knowledge 
would  qualify  men  for  judging  correctly  of  human  char- 
acter and  human  happiness — The  advantages  of  know- 
ledge is  seen  by  making  a  judicious  selection  of  books — 
The  enlightened  man  has  the  advantage  of  knowing 
what  is  transacting  in  the  world — Knowledge  would 
cause  all,  after  an  honest  examination,  to  see  the  evi- 
dence of  revealed  religion — Knowledge  assists  us  in 
forming  more  enlarged  and  correct  conceptions  of  the 
Deity — Knowledge  is  necessary,  likewise,  that  we  may 
know  in  what  true  happiness  consists,     ....  276 

SECTION  III. 

THE   NECESSITY    OP   GENERAL   INTELLIGENCE   IN   A  FREE 
GOVERNMENT. 

In  a  free  government,  the  people  should  be  intelligent 
enough  to  make  their  laws,  and  virtuous  enough  to  obey 
them — Each  individual's  intelligence  and  virtue  are  the 
depository  and  defence  of  his  liberty — Knowledge  stands 
in  the  place  of  armies,  revenues,  and  a  throne — Know- 
ledge is  necessary  to  perceive  the  nature  and  value  of 
literary  and  civil  institutions — To  know  when  justice  is 
administered — Knowledge  is  necessary,  for  the  people  in 
the  inferior  courts  are  the  judicial  part  of  the  govern- 
ment— Knowledge  is  necessary,  that  the  people  may  see 


XXll  CONTENTS. 

the  effect  of  crime  and  the  justice  of  punishment — To 
distinguish  between  the  particular  and  general  effect  of 
crime — The  mischiefs  of  perjury  and  stealing  consid- 
ered, for  illustration — Knowledge  is  necessary,  that  men 
who  govern  themselves  may  see  the  agreement  between 
civil  and  revealed  law — To  see  the  necessity  of  obeying 
the  laws — To  enable  men  to  regulate  their  wants  and 
claims  to  the  wants  and  claims  of  others— Knowledge 
is  necessary  that  all  may  see  the  wants  of  society  for 
professi(mal  men  —  Knowledge  is  required  that  men  may 
not  be  deceived  by  the  errors  of  the  press — And  lastly, 
knowledge  is  necessary  that  all  may  know  who  are  the 
enlightened  and  conscientious  friends  and  supporters  of 
their  free  institutions, 290 

SECTION  IV. 

DUTIES  WHICH  WE  OWE  TO  EACH  OTHER. 

Society  natural  to  man — Advantages  of  society — Some 
of  the  laws  which  the  Creator  has  given  man  in  society 
— The  duties  of  justice — We  should  be  just  towards  the 
property  of  others — We  should  not  interfere  with  the 
freedom  of  others'  actions — Justice  makes  us  respect  the 
character  and  reputation  of  others — Justice  requires  us 
to  exercise  fairness  in  forming  our  opinions  of  others — 
Justice  is  to  be  exercised  in  judging  of  the  statements 
of  others — Justice  enjoins  us  to  respect  the  feelings  and 
affections  of  others  — Justice  demands  that  we  should  be 
impartial  in  estimating  the  talents  of  others — And  jus- 
tice demands  that  we  should  not  injure  the  moral  prin- 
ciples of  others — The  duty  of  veracity — It  should  make 
men  faithful  and  critical  in  ascertaining  facts — Scrupu- 
lous in  stating  them — And  faithful  in  the  fulfilment  of 
promises — Benevolence,  or  the  duties  which  consist  in 
doing  good — We  should  administer  to  each  other's  ne- 
cessities— Our  benevolence  should  be  eager  to  relieve 
personal  suffering — It  is  our  duty  to  attend  to  the  edu- 
cation of  others — It  is  our  duty  to  make  men  moral — 
Beneyolence  disposes  us  to  be  agreeable  to  our  fellow- 


CONTENTS.  Xxiil 

men — And  lastly,  in  all  our  intercourse  with  men,  we 
should  endeavour  to  make  peace, 302 

SECTION  V. 

PATRIOTIC  DUTIES  TO  OUR  COUNTRY. 

Nature  has  laid  a  foundation  for  distinct  communities 
— The  influence  of  Knowledge  and  Reason — The  love 
of  our  country  natural  and  a  duty — Our  first  patriotic 
duty  is  the  duty  of  obedience — That  considered  which 
gives  moral  and  legal  authority — An  objection  to  Black- 
stone's  definition  of  Law — The  source  of  the  laws  in 
the  United  States — The  origin  of  our  Government — It  is 
a  duty  to  respect  those  who  are  elected  to  civil  ofiices 
— The  third  duty  mentioned  is,  we  should  defend  the 
Laws  and  Constitution  of  our  country — We  should  not 
only  obey,  respect,  and  defend  our  country,  but,  in  the 
fourth  place,  we  should  increase  the  means  of  public 
happiness  in  the  nation — The  citizen  is  to  improve  the 
laws — Caution  in  making  innovation — The  reason  why 
men  are  apt  to  make  changes  under  the  name  of  reform 
— We  may  augment  the  happiness  of  our  country  by  in- 
creasing its  products — By  opening  new  markets  for  its 
products — By  facilitating  the  intercourse  between  dis- 
tricts— By  the  establishment  of  institutions  of  charity 
and  instruction — By  being  able  and  disposed  to  correct 
the  errors  which  exist  in  the  system  of  Government — 
By  adapting  the  form  of  Government  to  the  condition 
and  character  of  the  People — And  lastly,  by  making  our- 
selves virtuous  and  intelligent, 320 


DISTRICT   SCHOOL. 
SECTION  I. 

DUTY  OF  PARENTS  IN  EDUCATINO  THEIR  CHILDREN. 

There  has  been  much  said  and  written  on  the 
duties  of  parents  ;  and  it  is  well  that  this  subject 
has  been  so  frequently  and  ably  discussed,  for 
there  is  no  other  of  greater  importance.  In 
what  will  now  be  said,  there  may  be  nothing  new ; 
and  I  shall  feel  satisfied  in  bringing  to  notice 
some  of  the  duties  which  many  have  frequently 
felt  and  performed.  Many  of  the  duties  of  pa- 
rents, respecting  their  children's  education,  have 
heretofore  been  treated  in  too  general  a  manner. 
We  need  not  only  to  be  reminded  of  our  duties, 
but  to  be  reminded  in  such  a  manner  that  we  shall 
see  and  feel  them,  and  be  assisted  in  doing  them. 
Parents  who  educate  their  children  in  the  district 
school  have  many  duties  peculiar  to  themselves  ; 
and  they  are  such  as  have  not  been  sufficiently 
enforced  by  former  writers  on  this  subject.  It  is 
my  design  to  notice  these  more  particularly,  and 
to  suit  my  remarks  to  those  parents  who  have  the 
C 


86  DISTRICT   SCHOOL. 

means  of  the  district  school  only  for  the  education 
of  their  children.  Many  of  these  parents,  not 
having  been  privileged  with  good  schools,  or 
leisure  to  attend  such  while  they  were  young, 
do  not  so  readily  perceive  the  advantages  of 
knowledge,  and  consequently  are  apt  to  neglect 
a  better  provision  for  the  education  of  their 
children.  To  such,  particularly,  we  hope  that 
what  may  be  said  will  be  both  acceptable  and 
useful. 

The  first  duty  which  parents  owe  to  their  chil- 
dren is  self-examination.  Are  you  what  you 
wish  your  children  to  be  ?  Have  you  that  even- 
ness of  temper,  that  government  over  your  own 
heart,  thoughts,  and  actions  which  you  would  like 
to  see  in  your  children?  Have  you  that  justice, 
industry,  and  frugality  which  you  desire  your 
children  to  possess  ?  Do  you  consider  yourself  at 
all  times  a  proper  example  to  your  family?  Such 
questions,  or  similar  ones,  should  you  put  to  your- 
self before  you  assume  the  responsible  duties  of 
forming  the  character  of  others.  To  educate  your 
children,  in  the  full  sense  of  the  term,  is  to  form 
their  characters, — to  give  them  a  character  which 
will  last,  not  only  through  time,  but  through  eter- 
nity. 

Parents  are  the  natural  guardians  of  their  chil- 
dren. To  you  is  committed  the  protection  and 
education  of  those  whom  God  has  given  you  ;  and 
you  will  be  accountable  for  the  faithfulness  or  un- 
faithfulness in  which  you  perform  this  duty.     You 


DISTRICT    SCHOOli.  2!f 

have  strong  obligations  and  high  duties  to  society, 
to  your  country,  and  to  your  friends ;  but  much 
stronger,  and  infinitely  higher  ones  to  yourselves, 
to  your  children,  and  your  Creator.  Every  man 
and  woman  has  the  care  of  his  or  her  own  heart 
and  ways,  and  the  hearts  and  ways  of  those  who 
are  helpless  and  ignorant,  but  yet  committed  to 
their  trust.  Parents  may  receive  liberty  and  pro- 
tection from  government, — they  may  receive  com- 
forts and  enjoyments  from  society,  but  from  these 
sources  they  can  receive  but  little  aid  in  the  pri- 
mal education  of  their  children.  This  is  a  work 
which  belongs  to  themselves  exclusively.  To  pa- 
rents is  entrusted  the  infant  mind  when  it  begins 
its  immortal  career. 

But,  from  the  supposed  insensibility  and  inca- 
pacity of  the  child,  during  the  three  or  four  first 
years  of  its  existence,  parents  often  neglect  the 
education,  or  the  formation  of  the  character,  at 
that  early  but  susceptible  age.  Many  parents 
seem  not  to  observe,  that  the  infant  commences 
acting  and  learning  from  the  first  moment  of  its 
existence.  They  see  not  that  every  look  from  its 
mother,  every  notice  from  its  father,  every  animate 
and  inanimate  object  which  gets  its  attention,  every 
sound  and  tone  of  voice,  and  family  circumstance, 
are  forming  a  character  in  the  child,  making  im- 
pressions which  will  control  and  endure,  and  giving 
some  kind  of  an  education,  either  good  or  bad, 
which  will  influence  the  after-life. 

Parents  who  do  not  perceive  the  wakeful  atten- 


38  DISTRICT    SCHOOIi. 

tion  and  deep  susceptibilities  of  early  childhood,  are 
not  careful  how  they  order  their  own  conduct  before 
their  offspring,  nor  are  they  guarded  in  their  ex- 
pressions, and  thus  insensibly  form  a  character 
which  all  their  after-instruction  and  good  example 
will  never  change.  Parents  should  know  the  ca- 
pacities of  their  children, — ascertain  what  passion 
or  propensity  is  acquiring  undue  strength,  and  how 
far  the  child  is  capable  of  receiving  wholesome  re- 
straint and  moral  instruction.  They  should  see 
that  circumstances,  apparently  fortuitous,  often 
have  great  influence ;  if  not  carefully  observed 
and  diligently  counteracted,  they  will  give  to  the 
early  character  a  strong  bias,  which  will  be  un- 
happy in  its  tendency. 

The  mother  has  the  whole  education  of  her  chil- 
dren till  they  are  three  or  four  years  old.  During 
this  time  she  may  stamp  a  character,  which  will 
remain  through  life.  She  may  so  moderate  the 
passions,  restrict  the  appetites,  correct  the  desires, 
and  obtain  such  a  government  over  the  child's 
mind  and  affections,  as  to  form  the  most  decided 
character.  After  the  child  commences  going  to 
school,  much  of  its  time  is  still  spent  with  the 
parents.  The  duties  of  parents  are  relieved  by 
the  teacher  but  a  short  time.  The  watchfulness 
and  care  of  the  parent,  at  this  period,  when  the 
child  is  meeting  with  new  companions,  new  modes 
of  government,  and  an  increased  number  of  ob- 
jects, which  are  exerting  a  strong  influence,  should 
be  greater  than  before.    Even  if  the  privilege  of  a 


DISTRICT   SCHOOr.  2f 

school  be  enjoyed,  the  education  of  the  children 
belongs,  in  a  great  degree,  to  the  parent.  By  the 
parent  it  must  be  commenced, carried  forward,  and 
completed. 

Parents  leave  the  education  of  their  children  too 
much  with  the  schoolmaster.  You  appear  to 
think,  that  providing  your  offspring  with  food  and 
clothing  is  all  that  is  required  of  you  :  the  educa- 
tion, the  formation  of  the  character,  you  say,  be- 
longs to  the  teacher.  This  cannot  be  so.  Your 
example,  companions,  opinions,  a  nd  expressions, 
will  all  unite  with  the  teacher's  instructions.  You 
should,  instead  of  trusting  all  to  the  teacher,  co- 
operate with  him,  unite  your  labours  with  his,  and 
ascertain  the  influence  of  the  teacher  and  the  in- 
fluence of  the  school  upon  the  child.  Do  not 
speak  unfavourably  of  the  teacher  before  your 
children,  but  teach  them  to  love  the  instructor  and 
the  school-room,  and  at  all  times  to  be  obedient. 
If  your  children  are  under  good  government  at 
home,  it  will  greatly  aid  the  teacher  in  managing 
them  at  school ;  but,  if  the  government  at  home  is 
bad,  it  will  be  difficult  for  the  instructer  to  control 
their  conduct,  or  establish  any  government  over 
them  during  the  school  hours.  You  often  com- 
plain of  the  defective  government  of  the  teacher, 
yet  do  not  perceive  that  the  children  are  under  no 
restraint  at  home.  You,  perhaps,  have  indulged 
them  in  every  whim  and  desire  ;  subdued  but  few 
of  their  vicious  inclinations ;  suffered  them  to  grow 
up  disobedient  and  inattentive  :  and  now,  how  csxa 
C8 


30  DISTRICT    SCHOOL. 

you  expect  the  teacher  to  bring  them  under  an 
orderly,  respectful  behaviour  at  school  ?  Do  not 
find  fault  with  the  teacher  till  you  have  examined 
your  own  government,  and  ascertained  how  far 
you  have  fitted  them  for  obeying  or  disobeying 
others. 

In  your  family  government,  during  the  stated 
times  you  may  appoint  for  instructing  your  chil- 
dren, during  the  leisure  moments  you  may  get 
from  your  labours,  in  all  your  conversation  and  in 
your  daily  walk,  you  should  unite  with  your  influ- 
ence and  instructions  in  aiding  the  teacher  of  your 
school.  Let  the  studies  of  your  children  while  at 
school  be  their  principal  business.  Do  not  send 
them  to  school  one  day,  and  keep  them  at  home 
the  next ;  do  not  divert  their  minds  in  any  manner ; 
at  all  times  feeling  that  the  education  of  your  chil- 
dren is  the  greatest  duty  you  owe  to  them.  Co- 
operate with  the  teacher  of  your  school,  by  fur- 
nishing the  children  with  suitable  books,  and  an 
appropriate  school-room,  well  supplied  with  every 
necessary.  If  your  teacher  is  not  qualified,  you 
should  counteract  his  bad  influence  and  supply  his 
defects.  You  should  often  visit  the  school  and  see 
its  condition,  and  examine  the  progress  of  the  chil- 
dren. Ascertain  for  yourselves  the  real  qualifica- 
tions of  the  teacher  and  the  government  of  his 
school,  and  do  not  trust  to  the  accounts  your  chil- 
dren may  give  of  either  ;  and,  at  all  times,  let  the 
school  have  your  attention  and  your  aid. 

After  your  children  have  ended  their  school- 


DISTBICT   SCHOOL  M 

days,  you  should  still  carry  on  their  education. 
This  you  may  do  by  providing  them  with  periodi- 
cal papers,  with  instructive  and  entertaining  books, 
with  the  privileges  of  public  lectures,  and  with 
your  own  experience  and  instructive  conversation. 
Strive  to  give  your  children  a  taste  for  knowledge, 
a  love  of  home  and  study,  and  a  rehsh  for  intellec- 
tual and  moral  improvement.  You  should  love 
knowledge  yourself,  and  set  a  good  example  in  the 
cultivation  of  the  heart  and  mind.  If  you  are  not 
fond  of  reading,  it  is  not  likely  your  children  will 
be — if  you  do  not  find  pleasure  in  knowledge,  your 
children  will  suppose  it  has  no  enjoyment  for 
them.  You  should  show  them  the  necessity  and 
the  advantage  of  knowledge.  Let  them  see  the 
application  of  what  they  do  know ;  and  let  there 
always  be  an  increased  desire  to  know  more. 

Your  own  happiness  may  depend  upon  the  edu- 
cation of  your  children.  Why  is  it  that  so  many 
young  men  consider  home  a  burden  ?  Why  do  so 
many  assemble  in  vicious  places  for  amusement"? 
Why  is  company  their  ruin,  and  society  a  snare  ? 
Because  they  have  never  been  educated  to  the  love 
of  knowledge  ;  because  they  have  no  pleasure  in 
the  society  of  intelligent  and  virtuous  men.  If  you 
wish  to  keep  your  children  from  the  temptations  of 
a  wicked  world,  from  its  schools  of  iniquity  and 
vice,  which  are  open  in  every  place,  let  them  have 
such  an  education  that  they  may  find  pleasure  in 
themselves.  Let  them  not  be  dependent  for  hap- 
piness on  the  gratification  of  their  senses  ;  let  them 


32  DISTSICT  scnooL. 

not  be  fitted  only  for  the  company  of  the  ignorant 
and  the  corrupted.  The  reason  why  young  men 
are  so  prone  to  low  and  grovelling  pleasures  is, 
their  minds  are  not  cultivated.  A  taste  for  useful 
knowledge  would  exclude  the  taste  for  dissipation ; 
and  the  gratification  of  mind  would  be  cheaper  as 
well  as  happier.  If  children  were  taught  to  think, 
and  assisted  to  discover  materials  for  thought,  they 
would  find  a  pleasure  in  the  exercise  of  their 
rational  faculties  far  exceeding  the  gross  pleasures 
of  animal  indulgence.  If  your  children  were 
taught  to  enjoy  this  pleasure,  and  were  furnished 
with  the  means  of  obtaining  it,  by  books  of  an 
interesting  and  useful  character,  and  by  sensible 
and  rational  conversation,  home  would  be  rendered 
attractive,  and  they  would  not  feel  the  necessity  of 
roving  abroad  in  search  of  something  to  amuse 
them.  If  they  were  trained  to  habits  of  reflection, 
they  would  not  run  into  so  many  evils  from  mere 
thoughtlessness.  If  they  were  taught  the  value  of 
useful  knowledge,  they  would  not  waste  their  time 
in  the  perusal  of  those  works  of  fiction  with  which 
ihe  world  is  flooded,  and  which  are  so  dangerous 
in  their  tendency :  dangerous  from  the  erroneous 
views  they  give  of  real  life,  the  corrupt  sentiments 
they  often  contain,  and  the  fascinating  attractions 
with  which  they  surround  vice  and  crime.  An 
expensive  education  is  not  necessary.  It  is  such 
an  education  as  you  can  give  them  in  your  district 
school  and  at  your  own  fire-side.  If  you  will  begin 
early  with  your  children,  and  teach  them  to  think, 


DISTRICT    SCHOOL..  38 

and  inquire  into  the  reason  of  things,  you  will  find 
abundant  means  and  materials  within  your  reach 
for  such  mental  cultivation  as  is  here  intended. 

A  child  that  grows  up  in  ignorance  and  in 
vicious  habits  is  not  only  helpless,  but  hopeless. 
A  child  that  grows  up  intelligent  and  virtuous  will 
not  only  be  happy,  but  will  render  all  so  within  his 
influence.  How  delightful  it  must  be  to  parents 
to  see  their  offspring  growing  up  around  them, 
learned,  cheerful,  and  happy  in  themselves,  and 
increasing  the  happiness  of  all  with  whom  they 
have  intercourse.  But,  O  how  painful  to  see 
your  children  ignorant,  dissipated,  and  wretched 
within  themselves,  and  wherever  they  go  blasting 
the  happiness  of  others  !  They  will  be  either  the 
one  or  the  other,  in  a  great  measure,  according  to 
the  educationyou  give  them.  Their  characters  are 
formed  by  education.  There  may  be  some  dif- 
ference in  children  naturally,  owing  to  a  difference 
of  constitutional  temperament;  but  it  is  believed 
that  difference  of  early  training  makes  the  great 
difference  observable  in  after-life.  The  Bible  says, 
"  Train  up  a  child  in  the  way  he  should  go,  and 
when  he  is  old  he  will  not  depart  from  it." 
And  to  the  parent  who  neglects  to  do  this  duty, 
Jehovah  says,  "  Seeing  thou  hast  forgotten  the  law 
of  thy  God,  I  also  will  forget  thy  children." 

The  education  of  your  children,  likewise,  is  a 
duty  to  your  country.  You  are  under  the  strongest 
obligations  to  prepare  your  offspring  for  becoming 
intelligent,  useful  citizens.     A  freeman  must  be  an 


34  DISTRICT    SCHOOL. 

intelligent  man ;  and  this  government,  wise  as  it  is, 
cannot  make  your  children  free,  unless  you  first 
make  them  intelligent.  You  had  better  place  your 
children  in  another  land,  where  others  will  govern 
them,  unless  you  prepare  them  for  governing 
themselves.  But,  as  you  intend  them  to  be  mem- 
bers of  this  republic,  which  is  based  on  intelligence, 
sustained  by  intelligence,  and  looks  to  intelligence 
for  its  protection  and  safeguard,  you  are  under  the 
most  solemn  obligations,  if  you  love  your  country 
and  value  its  blessings,  to  make  your  children  in- 
telligent. To  permit  a  son  unable  to  read  to  go  to 
the  polls,  is  as  great  an  injury  as  you  can  do  your 
country.  It  is,  in  fact,  as  far  as  his  vote  and  influence 
go,  as  great  a  crime  as  you  could  commit  towards 
these  free  institutions.  In  a  despotic  government 
ignorance  is  the  best  quality  in  the  people,  but  a 
free  government  demands  virtue  and  intelligence  ; 
it  cannot  prosper,  it  cannot  exist,  without  them. 
Then,  if  you  desire  the  perpetuity  of  your  liberties, 
the  equal  rights  and  privileges  of  these  free  insti- 
tutions, and  the  honour  and  glory  of  your  happy 
country,  educate  your  children ;  fit  them  for  en- 
acting, administering,  and  obeying  their  own  laws. 
Unless  you  do  this  you  are  not  your  country's 
friend.  You  are  also  bound,  and  bound  by  ties 
stronger  than  any  other,  to  make  your  children 
happy.  It  is  true,  you  love  your  children ;  you 
wish  them  every  blessing ;  you  would  not  see 
them  suffer  a  single  hour.  Yes,  you  feel  probably 
quite  enough  concerned  as  to  what  they  shall  eat, 


DISTRICT    SCHOOL.  35 

and  what  they  shall  drink,  and  wherewithal  they 
shall  be  clothed.  And  it  may  be  that  you  feel 
sufficiently  concerned  to  have  them  successful  in 
the  world,  and  prosperous  in  their  temporal  atFairs. 
But  food  and  clothing  are  not  the  extent  of  their 
wants.  Neither  will  wealth  or  honour  make  them 
happy.  Real  enjoyment,  true  happiness,  depends 
upon  the  mind ;  and  the  mind  is  formed  by  educa- 
tion. Then,  if  you  in  the  least  neglect  the  cultiva- 
tion of  their  minds  and  hearts,  you  cannot  act  the 
part  of  affectionate  parents.  You  wish  your  chil- 
dren to  be  the  companions  of  the  wise  and  good, 
but  unless  they  are  learned  and  moral  they  will  be 
unfit  for  such  society.  You  wish  them  happy 
whether  in  prosperity  or  adversity  ;  then  prepare 
them,  by  a  proper  education,  to  find  happiness 
within  themselves.  It  is  exercising  the  mind,  and 
placing  the  affections  on  things  worthy  of  the  im- 
mortal soul,  that  will  give  them  satisfaction.  It  is 
not  sensual  gratification  that  makes  man  happy, 
it  is  thought  and  love. 

But  you  are  not  only  to  prepare  your  children 
for  transacting  the  business  of  life,  but  to  act  upon, 
and  educate  other  immortal  beings.  Your  children 
will  have  influence  upon  others  ;  they  are  made  for 
society,  and  cannot  live  alone :  their  influence  will 
be  felt  by  all  with  whom  they  have  intercourse; 
even  when  they  shall  not  aim  at  exerting  an  influ- 
ence upon  others,  it  may  not  be  less  sensibly  felt. 
If  their  minds  are  so  formed  that  they  can  be 
happy  themselves,  they  will  contribute  to  the  hap- 


DISTRICT    SCHOOL. 


piness  of  Others ;  but  if  their  education  has  been 
such  as  to  render  them  incapable  of  enjoyment,  they 
will  be  continually  destroying  the  comfort  of  those 
around  them  ;  yes,  they  will  frequently  do  it  by 
design,  in  order  to  gratify  their  selfish  feelings: 
and  they  will  do  it  without  design — for  being 
wretched,  the  sympathy  of  others  will  make  them 
miserable  also.  If  your  children  are  trained  up  in 
the  right  way,  they  may  do  great  good  in  the  world ; 
but  if  not,  they  will  destroy  peace,  and  be  pro- 
moters of  discord  and  confusion.  If  you  neglect 
their  expanding  minds,  they  may  obtain  in  the 
schools  of  vice  a  quickness  of  intellect,  a  plausi- 
bility of  address,  and  thus  gain  an  influence  over 
the  inexperienced  and  unthinking,  and  become  but 
too  successful  in  seducing  them  far  from  the  paths 
of  virtue,  and  plunging  them  into  the  vortex  of  dissi- 
pation and  vice  ;  thus  blasting  the  hopes  of  many  an 
affectionate  parent,  and  bringing  destruction  upon 
their  own  souls  for  time  and  eternity.  Such  cases 
are  common ;  and  they  may  be  the  cases  of  your 
own  children  if  there  is  parental  unfaithfulness. 
Your  children,  also,  will  be  the  educators,  the 
formers  of  the  character  of  their  children;  and 
these  again  will  educate  those  that  follow  after,  till 
the  good  or  evil  consequences  of  what  you  are 
now  doing  shall  spread  far  and  wide,  and  go  down 
to  the  end  of  time.  No,  the  consequences  will  not 
stop  there,  they  will  extend  through  eternity.  O 
how  responsible  your  situation  ! 

There  is  another  consideration  which  should 


DISTRICT    SCHOOL.  ^ 

make  you  prize  every  privilege,  and  do  all  in  your 
power  to  educate  your  children :  it  is  this, — ^if  they 
are  ever  useful  and  happy  in  after-life,  it  will  be 
because  they  obtained  the  power  to  be  so  when 
young.  When  they  have  reached  manhood,  the 
character  is  formed,  the  education  is  completed, 
and  the  man  will  continue,  with  scarcely  an  excep- 
tion, what  he  then  is.  While  your  children  are 
with  you,  under  your  government,  they  are  laying 
the  foundation  of  their  future  career;  and  this 
foundation  may  be  whatever  you  shall  choose :  if 
it  is  broad  and  deep,  they  may  build  upon  it  indefi- 
nitely ;  if  it  is  false,  they  will  get  no  other.  What 
you  prepare  them  to  be  is  their  only  preparation. 
In  most  cases,  what  manhood  finds  them  when 
they  leave  your  roof,  the  grave  will  find  them 
when  they  leave  the  earth. 


SECTION  II. 

QUALIFICATIONS    OF   TEACHERS. 

I  KNOW  of  nothing  in  which  this  government  is 
SO  deficient  as  it  is  in  well-qualified  teachers  for 
her  elementary  schools.  Several  of  the  states 
have  wisely-organized  school  systems,  and  these 
systems  are  mostly  in  active  operation.  In  a 
D 

4€45G9 


«•  DISTRICT    SCHOOL. 

number  of  the  states,  all  that  legislation  can  do  has 
been  done.  The  public  officers,  who  have  the  dis- 
tribution of  the  school-fund  and  the  more  general 
management  of  the  schools,  are  faithful  in  their 
duties,  and  receive  the  approbation  of  their  fellow- 
citizens.  The  school-reports  are  prompt,  minute, 
and  accurate ;  and  every  thing  relating  to  the  more 
general  supervision  usually  satisfactory.  The  two 
great  things  which  are  still  wanting  are  well- 
qualified  teachers,  and  a  disposition,  on  the  part 
of  the  parents,  to  pay  these  teachers  a  reasonable 
compensation.  I  will  speak  of  this  disposition 
with  parents  in  another  place.  The  requisite 
qualifications  of  teachers  is  the  subject  now  be- 
fore us. 

In  the  first  place  I  will  mention  some  of  the  de- 
ficiencies of  common  school-teachers ;  and  in  the 
second  place  some  of  the  qualifications  which  their 
office  requires.  I  hope  that  I  shall  be  excused  for 
being  plain  ;  the  good  of  all  demands  that  I  should 
be  so. 

The  people  of  the  United  States  employ,  annu- 
ally, at  least  eighty  thousand  common-school  in- 
structers.  There  are  in  the  twenty-four  states  not 
less  than  sixty  thousand  common  schools  (we  do 
not  include  either  the  public  or  the  higher  schools). 

Among  these  eighty  thousand  teachers,  but  a 
very  few  have  made  any  previous  preparation  for 
their  duties  ;  the  most  of  them  accidentally  assume 
this  office  as  a  temporary  employment.  They  seek 
it  to  fill  up  a  vacant  month  or  two,  when  they  ex- 


DISTRICT    SCHOOL.  99 

peel  something  else  will  offer  far  more  lucrative 
or  suitable  to  their  wishes.  Many,  again,  teach 
for  a  short  time,  that  they  may  obtain  a  little  money 
to  assist  them  in  a  higher  course  of  studies  which 
they  have  commenced  ;  others  make  the  business  a 
mere  step-stone  to  something  which  they  consider 
far  more  honourable  ;  and  a  few  become  school- 
masters because  their  health  will  not  sustain  the 
exposures  of  the  out-door  weather,  or,  what  is  more 
frequently  the  case,  because  they  suppose  the  la- 
bours of  a  teacher  are  not  as  rough  and  arduous  as 
the  winter-labours  of  a  farm. 

Having  become  teachers  from  motives  like  these, 
they  have  never  thought  of  the  responsibilities  of 
their  office ;  they  see  not  the  fearful  and  mo- 
mentous relations  which  they  hold  to  the  immortal 
souls  committed  to  their  care ;  and  can  they  dis- 
charge their  duties  faithfully  and  conscientiously, 
when  ignorant  of  what  they  are  doing?  They 
intend  to  teach  but  a  short  time,  and  therefore 
care  nothing  about  making  improvements  in  their 
method  of  instruction,  or  of  becoming  better  quali- 
fied for  their  business.  They  know  that  the  un- 
pleasant occupation  will  soon  cease,  and  they  do 
not  wish  to  task  their  minds  with  it  any  more  than 
is  absolutely  necessary:  they  probably  have  no 
love  for  the  society  of  children,  and  in  many  cases 
have  a  decided  dislike  to  any  intercourse  with  them. 
They  have  associated  with  children  but  Httle, 
and  are  ignorant  of  the  manner  in  which  they 
learn.  They  know  not  how  to  sympathize  witli  chil- 


^  DISTRICT    SCHOOL. 

dren,  or  how  to  please  or  interest  them :  and  they 
hope  soon  to  be  free  from  their  stupidity  and  vexa- 
tion, and  shun  all  present  intercourse  as  much  as 
possible. 

Many  are  not  able  to  discriminate  between  the 
different  characters  of  their  pupils,  and  have  one 
unchanging  treatment  for  all :  they  meet  with  diffi- 
culties in  pleasing  the  parents,  or  in  governing  the 
larger  scholars,  and  then  threaten,  stamp,  scold, 
and  whip,  and  conclude  by  losing  all  government 
over  themselves :  they  have  no  system,  and  nothing 
comes  in  the  right  time  or  place  ;  every  thing  is  in 
confusion  ;  eight  or  ten  noisy  scholars  vociferating 
for  some  privilege  or  information  at  the  same  time: 
this  throws  them  into  a  passion,  and  they  sputter 
about  without  accomplishing  any  thing,  or  pro- 
ducing any  order ;  their  patience  is  soon  lost,  and 
the  irritability  of  their  temper  is  worked  off  on  some 
unlucky  urchin  who  happens  to  be  in  the  direction 
of  their  wrath. 

What  I  have  said  is  not  from  the  imagination ; 
I  have  seen  many  such  scenes ;  and  so,  either  with 
high  glee  or  trembling  fear,  has  many  a  school-boy. 
Many,  many  instructers  are  ignorant  also  of  what 
they  are  expected  to  leach ;  they  become  teachers 
that  they  may  learn, — not  that  they  may  teach 
others.  Many  take  this  office  that  they  may  ac- 
quire that  knowledge  which  they  now  begin  to 
feel  the  want  of,  but  which  was  regarded  as 
useless  when  they  idled  away  their  school-days. 
They  feel  the  necessity  of  becoming  the  learner; 


DISTRICT    SCHOOI..  ictf" 

but  to  save  the  profession  of  ignorance,  and  the 
disgrace  of  their  advanced  age,  they  assume  the 
name  and  office  of  instructer.  Their  labour  in  ac- 
quiring the  studies  prevents  them  from  attending 
to  the  children,  in  giving  them  that  aid  which  they 
require :  the  teacher's  acquirements  are  suspected, 
and  being  measured  by  the  acquisitions  of  some  of 
the  more  advanced  scholars,  are  frequently  seen  to 
suffer  from  the  comparison  ;  this  makes  the  teacher 
either  embarrassed  or  arrogant,  and  therefore  im- 
patient and  techy. 

These  are  some  of  the  defects  of  many  of  our 
teachers.  Much  more  might  be  said  in  the  way  of 
finding  fault,  but  I  have  not  space  or  inclination  to 
pursue  this  unpleasant  task.  One  mend-fault  is 
worth  ten  find-faults,  all  the  world  over.  I  will  now,  - 
in  the  second  place,  mention  some  of  the  qualifica- 
tions which  every  teacher  should  have  ;  and  from. 
these,  others,  which  I  may  not  notice,  may  be  in- 
ferred. 

In  the  first  place,  teachers  should  well  consider 
the  nature  of  their  business.  You  are  now  acting 
upon  mind — mind  that  is  young  and  flexible. 
Your  example,  your  opinions,  your  address,  are  to 
form  in  your  pupils  such  characters  as  will  make 
them  either  useful  and  happy,  or  useless  and  miser- 
able. You  are  acting  upon  minds  which  will  act 
upon  other  minds,  and  your  whole  influence  will  go 
towards  the  formation  of  the  character  of  society. 
You  should,  then,  consider  well  the  nature  of  your 
business.  You  should  examine  yourselves,  and  see 
D2 


42  DISTRICT    SCHOOI.. 

if  you  are  prepared  for  an  office  at  once  so  honour- 
able, influential,  and  responsible. 

It  will  be  necessary  for  you  to  examine  your 
acquirements,  for  you  should  thoroughly  understand 
the  branches  you  will  be  expected  to  teach.  The 
improvement  of  the  scholars  is  your  whole  duty. 
You  cannot,  while  an  instructer,  attend  to  the  im- 
provement of  yourself,  especially  in  those  branches 
of  knowledge  which  you  are  teaching  your 
scholars.  You  cannot  give  what  you  have  not ; 
and  you  will  not  be  able  to  teach  others  unless  you 
have  first  learned  yourself.  Before  you  commence 
the  duties  of  instructing,  you  should  have  a  thorough 
knowledge  of  the  studies  usually  pursued  in  com- 
mon schools. 

You  should  he  a  good  reader.  The  grace, 
beauty,  and  expression  of  this  art  cannot  be  taught 
by  oratorical  rules,  nor  by  the  machinery  of  punc- 
tuation. The  feeling,  and  the  force  of  reading, 
your  pupils  must  learn  from  your  example.  By 
reading  with  that  tone  of  voice  which  the  sentiment 
demands,  and  with  correct  emphasis,  you  will  be 
able  to  make  a  passage  intelligible  to  your  younger 
pupils,  which  you  could  not  do  by  verbal  defini- 
tiOB  or  ingenious  illustration.  To  read  well  is  to 
produce  all  the  effect  the  sentiment  is  capable  of 
doing.  It  is  not,  as  many  teachers  would  lead  their 
scholars  to  suppose,  the  punctilious  observance  of 
pauses,  the  certain  rise  and  fall  of  voice  at  the  com- 
«(iencement  and  termination  of  every  period,  the 
continuous  loud  explosions  of  the  high  tones  of  the 


mSXBICT    SCHOOL.  43 

voice,  or  all  these,  that  make  agreeable  or  afiecting 
reading.  Yet  we  should  think  that  many  teachers 
supposed  it  was,  from  the  manner  they  permit  or 
teach  their  scholars  to  read.  How  many  disagree- 
able, powerless  readers,  either  from  the  careless- 
ness or  the  ignorance  of  teachers !  Teachers 
may  see  that  punctuation  is  entirely  artificial, 
and  that  it  is  impossible  for  it  to  graduate  the  read- 
ing as  the  sense  would  direct.  You  should  prac- 
tically believe,  that  nothing  can  make  your  scholars 
read  well  but  a  full  understanding,  and  a  deep, 
adequate  feeling  of  what  they  utter.  You  should 
be  able  to  convince  them  of  this  by  your  own  cor- 
rect, impressive  reading.  You  should,  by  your 
reading,  compel  their  minds  to  know,  and  believe, 
that  a  book  has  ideas — that  it  contains  something 
which  they  do  not  know,  but  which  they  may  com- 
prehend, and  make  their  own. 

Your  scholars,  from  the  manner  they  are  taught, 
suppose  that  reading  well  consists  in  nothing  else 
but  a  correctness  and  facility  in  pronouncing  words. 
The  meaning  they  do  not  get  themselves,  nor  do 
they  pretend  to  give  it  to  others.  Now,  you 
should  correct  this ;  you  should  read  as  if  your 
mind  saw  something,  and  as  if  you  wished  to  show 
it  to  them — as  if  their  minds  ^ere  to  attend  to  the 
thought,  and  not  to  the  words, and  stops, and  manner. 
Show  them  that  the  same  sentiment  may  produce 
a  variety  of  dissimilar  ideas  and  feelings,  accord- 
ing to  the  way  in  which  it  is  read  ;  and  at  all  times, 
produce  in  ibiem  tlie  convictioa  that  good  reading 


44  DISTBICT   SCHOOL. 

is  to  make  the  hearers  feel  and  perceive  all  that  the 
author  felt  and  perceived.  Now,  unless  you  read 
well  yourself,  you  will  not  be  able  to  teach  your 
pupils  to  read  in  this  manner.  If  you  read  with  an 
unnatural  tone,  with  false  emphasis  and  cadence, 
without  distinct  articulation,  without  intending  to 
communicate  any  meaning,  or  with  bad  pronuncia- 
tion, or  with  hesitation,  or  stammering,  or  indistinct 
rapidity,  or  in  a  careless,  awkward  position  and 
manner,  your  scholars  will  do  the  same  :  and  on 
the  other  hand,  if  you  read  with  grace,  with  feeling, 
with  intelligence,  and  with  a  voice  pitched  in  har- 
mony with  the  sense,  your  scholars  will  be  likely 
to  read  in  the  same  style.  After  all  your  instruc- 
tion, and  with  the  help  of  all  the  rules  they  can 
learn,  your  pupils  will  be  sure  to  get  into  bad  habits 
of  reading,  unless  your  own  example  of  good  read- 
ing prevents  them.  I  would  say  it  then,  again, 
let  every  teacher  be  a  good  reader. 

I  have  dwelt  at  some  length  on  this  qualification 
in  a  teacher,  from  its  vast  importance.  A  child, 
or  a  youth,  is  liable  at  all  times  to  be  called  upon 
to  read  ;  it  is  a  little  service,  which  all  in  good 
courtesy  expect  from  each  other,  and  we  may 
be  asked  to  render  it  by  the  family  fireside,  or  in 
the  drawing-room  ;  ip  the  private  circle,  or  at  the 
public  meeting  ;  at  all  times,  and  in  every  variety 
of  circumstances  ;  now  to  amuse  the  cheerful,  and 
now  to  instruct  the  thoughtful ;  now  before  the 
learned,  and  now  before  the  unlearned.  Then,  let 
what  is  always  expected,  and  may  be  called  for  at 


DISTRICT    SCHOOL.  45 

any  time,  have  every  attention  from  the  teacher, 
and  the  highest  regard  from  the  scholar. 

A  teacher  should  be  a  good  penman.  He  should 
write  a  round,  smooth,  free  hand,  yet  one  that  is 
bold  and  rapid.  You  may  compel  the  scholars  to 
hold  the  pen  correctly — you  may  keep  them  in  a 
proper  position — you  may  enforce  a  good  degree 
of  attention  to  their  pen  and  marks  ;  but  after  all 
this,  unless  you  can  present  them  a  good  copy  for 
imitation,  your  labours  will  be  in  vain.  It  is  not 
by  being  told  what  is  good,  but  it  is  by  seeing  it, 
that  will  make  scholars  improve  in  writing  ;  or  in 
almost  any  thing  else.  Then,  to  be  a  teacher,  you 
should  be  a  good  penman,  and  know  how  to  make 
others  excel  you. 

You  should  be  ready  and  accurate  in  the  science 
of  arithmetic.  Your  ability  to  make  the  scholars 
perform  the  most  obvious  examples,  or  understand 
the  most  simple  rule,  will  be  in  proportion  to  the 
knowledge  you  have  of  the  whole  science.  You 
cannot  be  an  instructive  teacher,  one  that  will 
make  the  thing  simple  and  easy,  except  you  have 
studied  the  science  sufficiently  to  see  something  of 
its  nature  and  application.  In  the  science  of  num- 
bers and  quantity,  each  step  teaches  and  illustrates 
the  succeeding  step.  A  man  should  be  a  good 
arithmetician  to  be  a  good  teacher  even  in  the 
simple  rule  of  addition.  You  should  be  so  familiar 
with  this  science,  that  you  will  know  how  the  mind 
acquires  this  knowledge.  You  should  be  able  to 
perceive  at  once,  whether  or  not  the  pupil  under- 


46  DISTRICT    SCHOOI-. 

stands  the  rules  of  the  book,  or  your  own  instructions. 
You  should  know  when  the  pupil  can  help  himself, 
and  also  when  he  needs  help.  You  should  be  able  to 
show  the  reasons  for  the  rules  ;  and,  what  is  of  the 
utmost  importance,  to  he  able  to  make  a  -practical  use 
of  the  knowledge  that  is  obtained  from  the  hook,  and 
the  examples,  which  are  done  out  in  the  school-room. 
You  should  be  able  to  bring  the  business  of  the 
active  world  into  the  exercises  of  the  school,  and 
make  the  children  apply  their  rules  and  knowledge 
to  this  practical  work,  as  they  will  one  day  be 
obliged  to  do.  Let  your  pupils  carry  the  same 
arithmetic  into  the  transactions  of  life  that  they 
used  in  the  school-room.  Do  not  let  them  be 
obliged  (as  they  are  in  many  cases  at  present) 
to  learn  a  practical  science  of  numbers,  after  they 
have  spent  years  in  trying  to  understand  that  of 
which  they  can  make  no  use  whatever.  If  you  have 
a  thorough  knowledge  of  arithmetic  yourself,  you 
can  make  the  science  easy  and  practical  to  your 
pupils  ;  but  if  you  are  ignorant  of  the  science,  the 
study  of  it  will  be  unpleasant  and  unintelligible  to 
those  under  your  direction. 

You  should  be  familiar  with  geography.  The 
usual  way  in  which  this  study  is  pursued,  is,  the 
teacher  takes  the  book  or  the  map  in  his  hand,  and 
hears  the  pupil  recite  what  has  just  been  commited 
to  memory,  without  annexing  any  remarks,  which 
would  assist  the  scholar  in  forming  a  true  concep- 
tion of  the  object  or  place  which  the  lesson  has 
described.     From  the  want  of  proper  remarks 


DISTRICT    SCHOOL.  if 

and  suitable  illustrations,  the  pupil  does  not  under- 
stand the  nature  of  the  study,  and  makes  it  a  mere 
recitation  from  the  memory,  as  if  it  was  moral  or 
intellectual  knowledge. 

The  teacher  should  be  able  to  show  the  use  of 
maps,  and  the  manner  in  which  they  represent  the 
earth  and  its  various  divisions,  natural  and  arti- 
ficial. You  should  be  qualified  to  teach  the  pupils 
the  art  of  drawing  maps,  in  an  easy,  attractive 
manner.  You  should  be  familiar  with  every  part 
of  the  study,  so  that  you  may  direct  the  pupil's 
search  after  any  place  without  the  least  hesitation. 
It  is  frequently  the  case  that  teachers,  from  being 
a  stranger  to  the  study,  spend  a  large  portion  of 
their  time  in  finding  places  for  the  class  in  geo- 
graphy; and  they  are  frequently  unsuccessful  in 
their  blind  search,  and  are  obliged  to  cover  their 
ignorance  by  saying,  that  "  the  place  is  not  put 
down  on  the  map."  You  should  be  so  well  ac- 
quainted with  this  delightful  branch  of  knowledge, 
as  to  be  prepared  to  give  every  part  a  charm 
and  an  interest  to  the  young  and  inquiring  mind, 
which  will  urge  it  on  with  an  increased  desire  and 
application.  If  you  are  well  acquainted  with 
geography,  this  may  be  done ;  and  unless  you  are, 
leaj-ning  it  is  your  duty,  not  teaching  it ;  and  it 
is  not  a  proper  time  to  learn  when  you  are  ex- 
pected to  in  struct. 

You  should  have  a  tliorough  knowledge  of  the 
grammar  and  philosophy  of  the  English  language. 
This   science  is  miserably  taught  in  our  district 


48  DISTRICT    SCHOOL. 

schools,  and  the  reason  is,  a  large  number  of 
the  teachers  know  but  Httle  or  nothing  about 
it ;  or,  at  least,  about  the  best  method  of  teach- 
ing it.  Your  pupils  usually  have  a  great  dislike 
to  grammar,  for  they  see  neither  sense  nor 
rhyme  in  it.  You  require  them  to  commit  to 
memory  a  set  of  words  which  are  entirely  new  to 
them, — a  string  of  technical  terms,  which  neither 
you  nor  the  book  defines ;  and  this  is  usually  the 
amount  of  knowledge  which  the  pupils  get.  The 
time  that  is  uselessly  spent  in  the  study  of  grammar 
is  long  and  tedious.  The  benefit  which  the  scho- 
lars derive  is  nothing,  or  next  to  nothing.  The 
■whole  of  this  evil  arises  from  the  teacher's  igno- 
rance of  the  science,  or  from  his  bad  method  of 
teaching  it.  Now  every  teacher  should  readily  and 
correctly  see  the  facts  and  phenomena  of  the  lan- 
guage ;  he  should  understand  its  genius  and  philo- 
sophy, and  be  intimate  with  its  forms  and  construc- 
tions. There  are  rules  and  principles  in  this  science, 
which  are  fixed  and  simple  ;  and  these  the  teacher 
should  perceive  distinctly,  and  be  able  to  apply 
them  to  whatever  form  the  language  may  present. 
The  most  simple  parts  of  this  science  should  be 
taught  first ;  such  as  the  definitions  of  the  several 
parts  of  speech.  These  definitions  the  teacher 
must  be  able  to  simplify  and  vary,  so  as  to  make 
them  intelligible  to  the  scholars.  You  should  as- 
certain whether  they  understand  them,  by  requir- 
ing the  pupils  to  pick  out  the  thing  defined,  by  the 
aid  of  the  definition. 

That  a  teacher  should  be  a  good  grammarian  is 


DISTRICT    SCHOOL.  4^ 

of  the  utmost  importance ;  for  we  should  value 
that  most  which  we  have  the  most  frequent  occa- 
sion to  use.  And  what  is  there  that  we  employ  so 
often  as  language  ?  All  must  use  it.  It  is  the 
great  instrument  by  which  mind  acts  upon  mind  ; 
and  this  action  will  be  faithful  or  unfaithful,  weak 
or  powerful,  according  to  the  perfection  or  imper- 
fection of  this  instrument.  What  can  there  be, 
then,  so  desirable  as  a  thorough  knowledge  of  this 
instrument  by  which  mind  acts  upon  mind,  that 
we  may  at  all  times  make  the  best  possible  use  of 
it.  Teachers  should  make  the  grammar  of  the 
language  an  interesting  and  important  study  ;  but 
before  they  can  do  this,  they  must  be  well  versed 
in  it  themselves.  Again,  then,  we  would  say,  that 
a  knowledge  of  grammar,  an  acquaintance  with 
the  philosophy  of  the  language,  and  the  ability  to 
teach  it,  are  essential  qualifications  in  a  teacher. 

Teachers  should  likewise  be  well  versed  in  his- 
tory, especially  that  of  the  United  States.  This 
will  qualify  you  to  select  such  parts  as  will  be 
useful  to  the  scholars,  and  to  present  to  their 
minds  the  importance  of  the  subject.  If  you  are 
pleased  and  familiar  with  history,  you  may  make 
it  an  intensely  interesting  study  in  your  school. 
Every  American  youth  should  know  the  history 
and  present  condition  of  his  country ;  but  more 
especially  should  every  teacher  of  American 
youth. 

But  you  may  be  well  acquainted  with  these 
branches,  and  yet  not  prepared  to  teach.  There 
E 


50  DISTRICT    SCHOOL. 

are  many  things  absolutely  necessary  for  a  teacher 
besides  knowledge.  To  teach  is  to  impart  know- 
ledge to  others ;  and  you  need,  the  power  of  im- 
parting as  much  as  you  do  the  knowledge  itself. 
A  teacher  should  be  able  to  communicate  his  ideas 
to  others  with  ease  and  perspicuity.  Your  suc- 
cess will  depend  in  a  great  measure  on  this 
power  ;  if  you  have  it  not,  all  the  learning  of  the 
ancients  and  moderns  will  not  fit  you  for  a  teacher. 
Yet  you  should  remember,  that  this  faculty  of 
communicating  what  we  know  is  mostly  an  ac- 
quired one,  and  may  be  had,  to  a  great  degree,  by 
all  who  wish  it.  This  qualification,  which  is  of 
such  immense  importance,  is  possessed  but  by  a 
very  few  teachers.  There  are  many  more  of  those 
who  have  the  necessary  knowledge,  than  of  those 
who  have  the  capabilities  to  teach  it.  The  power 
of  telling  what  they  have  heard  or  have  been 
reading,  the  fiiculty  of  communicating  their  ideas 
to  others  in  an  easy,  clear,  perspicuous  manner, 
but  very  few  have,  whether  educated  in  the  dis- 
trict school,  the  college,  or  the  professional  semi- 
nary. This  great  defect  (worse,  I  was  about  to 
say,  than  ignorance  itself,  for  it  makes  us  assume 
the  appearance  of  being  very  learned,  when  in 
reality  we  can  think,  or  tell,  but  very  little)  pro- 
ceeds from  the  bad  systems  of  instruction. 

Teachers,  with  other  students,  are  made  mere 
reservoirs,  into  which  a  little  learning  is  poured, 
but  from  which  there  is  no  outlet ;  or  if  there 
should  be  one,  it  is  not  a  pure  flowing  stream,  but 


DISTRICT   SCHOOI»  51 

an  ill-seamed,  struggling  leak.  The  little  that  ooi2es 
out  is  a  disgrace  to  the  fountain,  and  a  disappoint- 
ment to  reasonable  expectations.  We  should 
make  the  knowledge  which  we  merely  look  at,  and 
pass  by,  a  part  of  our  own  minds ;  it  should  be  in- 
corporated with,  and  become  a  part  of  our  intel- 
lectual existence.  Then,  if  we  have  the  organs  of 
speech,  and  a  motive,  there  will  be  no  hesitation, 
nor  stammering,  nor  circumlocution,  nor  words 
without  meaning.  If  we  have  an  idea,  we  can 
impart  it.  We  deceive  ourselves  when  we  apolo- 
gize for  our  faulty  expressions,  by  saying,  "  I  know 
well  enough,  but  I  can't  tell  it."  The  fact  is,  we 
do  not  know  ;  if  we  did,  there  never  would  be  an 
occasion  for  such  an  apology.  Now  it  will  not  do 
for  teachers  to  make  this  confession  to  their  pupils, 
and  therefore  they  are  obliged  to  say  something ; 
but  you  should  know  that  it  is  easy  to  talk  about 
every  thing  and  yet  say  nothing. 

There  is  no  other  class  of  men  in  society  who 
need  the  faculty  of  communicating,  knowledge 
so  much  as  teachers ;  especially  common  school 
teachers.  They  are  acting  upon  minds  which  are 
extremely  limited  ;  having  but  a  very  few  ideas, 
and  almost  entirely  unacquainted  with  the  relations 
of  things.  They  cannot  get  the  meaning  by  hints, 
and  inferences,  and  equivocal,  half-expressions,  as 
more  mature  minds  may  do,  by  close  attention, 
and  with  some  knowledge  of  the  speaker's  phrase- 
ology. No,  you  must  speak  the  whole  of  it  to 
children,  with  nothing  more  nor  less,  and  in  their 


52  DISTRICT    SCHOOI,. 

own  idiom.  JVith  children,  you  have  not  intelli- 
gent minds  to  supply  the  want  of  intelligence ;  all 
that  is  perceived  by  them  must  be  contained  in  the 
teacher's  communication.  It  will  now  be  acknow- 
ledged that  teachers,  more  than  any  other  class  of 
men,  need  the  faculty  of  transferring  into  other 
minds  what  may  be  worthy  of  existing  in  their 
own.  A  teacher  should  make  it  his  unceasing 
study  to  acquire  this  power.  He  may  obtain  it 
by  practice.  If  he  will  arrange  his  ideas,  and 
connect  them  with  proper  words,  and  frequently 
express  them,  he  will  soon  acquire  the  ability. 
And  it  will  make  a  new  man  of  any  one ;  lie  will 
then  feel  and  know  his  strength. 


SECTION  III. 

QUALIFICATIONS    OF   TEACHERS    CONTINUED'. 

A  TEACHER,  besides  possessing  the  requisite 
knowledge,  and  the  ability  of  communicating  it  to 
others,  should  have  a  good  moral  character.  His 
morals  will  be  the  standard  by  which  the  scholars 
will  compare  and  regulate  theirs.  His  conduct 
and  deportment  will  be  constantly  before  them ;  and 
from  the  respect  he  ought  to  have  from  his  pupils^ 
his  life  will  be  the  model  which  they  will  imitates. 


DISTRICT    SCHOOL.  61 

The  teacher's  sentiments,  opinions,  and  even  man- 
ners, will  insensibly  become  the  sentiments,  opiri- 
ions,  and  manners  of  the  scholars.  They  will  feel 
a  full  license  to  do  whatever  the  teacher  does. 
His  actions  will  be  appealed  to  as  a  justificfition 
of  their  own ;  and  whatever  the  teacher  considers 
right  or  wrong,  will  be  considered  as  right  or 
wrong  by  the  scholars.  The  teacher's  actions  are 
under  the  eye  of  the  children,  and  his  mind, 
thoughts,  and  feelings  by  the  side  of  theirs,  more 
than  any  other  individual's';  whatever  he  may  be, 
he  will  be  sure  to  stamp  his  likeness  with  more  or 
less  faithfulness  upon  the  minds  of  every  one  of 
his  scholars.  A  teacher  may,  and  generally  will, 
mould  the  conformable,  imitative  mind  of  the  chilcj 
into  his  own  image.  To  a  great  extent  our  teachers 
give  us  our  character.  If  this  be  so  (and  we  think 
no  one  will  doubt  it  who  has  either  observed  or 
reflected),  what  is  more  important  than  a  good 
moral  character  in  a  teacher  1 

Parents,  if  such  a  character  is  of  any  importance 
in  your  children,  it  is  of  just  as  much  importance 
in  their  teachers.  You  must  expect  to  see  the 
same  virtues  or  vices,  and  particularly  the  lattei^ 
(for  children,  as  well  as  those  who  are  older,  copy 
the  evil  of  others  with  much  more  readiness  and 
faithfulness  than  they  do  the  good),  taking  root, 
and  springing  up  into  action  in  your  children,  that 
you  see  in  their  teacher.  And,  respected  instructer, 
if  you  feel  (and  you  should  understand  this  matter) 

that  your  doctrines  and  practice  are  not  right,  Ob| 
E2 


64  DISTRICT    SCHOOL* 

think  of  the  consequence  of  your  unhappy  influence ! 
Think  of  your  responsibilities !  Think  of  what 
will  be  required  at  your  hands  ! 

A  teacher  should  govern  himself.  In  this  con- 
sists the  great  art  of  governing  others.  We  lose 
all  authority  over  others  when  we  lose  command 
of  ourselves.  The  disloyalty  of  our  passions  re- 
quires a  closer  inspection  and  a  stronger  guard 
than  any  official  government:  and  to  rule  your 
own  spirit  you  will  find  much  more  difficult  than 
the  control  of  others.  '.You  will  meet  with  many 
things  which  are  keenly  provocative  ;  but  always 
keep  a  close  watch  over  yourself,  and  let  nothing 
throw  you  off"  from  your  guard :  let  your  judgment 
advise  and  control  all  your  actions.  If  you  will 
govern  yourself,  you  will  have  a  good  government 
in  your  school.  I  never  knew  a  teacher  who  was 
troubled  in  managing  his  scholars,  that  did  not  first 
lose  the  government  of  himself.  All  of  those  re- 
beUious  school  farces,  where  teacher  and  scholar 
have  tried  their  strength  for  mastery,  commenced 
from  some  weakness  or  indiscretion  on  the  part  of 
the  teacher.  A  man  that  has  the  strength  of  the  law 
and  of  right,  and  a  perfect  command  of  himself  will 
have  his  authority  acknowledged,  and  his  govern- 
ment respected. 

There  is  no  employment  in  which  the  aid  of  a 
good  judgment  is  more  essential  than  in  the  teach- 
er's ;  I  mean  the  teachers  of  common  schools.  In 
all  our  incorporated  academies,  colleges,  and  semi- 
naries, there  are  laws  prescribing  the  duties  of  the 


DISTRICT    SCHO&L.  5i^ 

instructers  and  the  conduct  of  the  pupils.  These 
laws  are  drawn  up  by  learned,  experienced  men  ; 
men  who  are  not  local,  acting  officers  of  the  institu- 
tion, but  warm  friends  and  general  supervisors : 
the  instructers  must  be  directed  by  these  laws,  and 
require  their  obedience  from  the  students.  Now, 
there  is  no  such  supervision  from  the  experienced 
and  learned  over  the  common  school  and  its 
teacher ;  the  instructers  in  these  schools  are  their 
own  legislators,  judiciary,  and  executive ;  they 
publish  their  own  laws  to  the  colony,  and  they  ac- 
cuse, pass  sentence,  and  punish.  The  professor 
of  a  college  is  not  allowed  to  make  his  laws — he 
is  not  permitted  to  punish  in  case  of  their  viola- 
tion, but  is  obliged  to  report  the  offender  and  the 
offence  to  the  president  or  the  board  of  managers ; 
they  are  neither  legislative,  judiciary,  nor  execu- 
tive :  but  why  ?  because  they  are  not  as  fit  for 
these  offices  as  common  school  teachers?  This 
certainly  is  not  the  reason.  Is  it  because  the  laws 
of  a  college  are  more  numerous  and  difficult  ?  Is 
it  because  the  government  of  the  educated  is  more 
difficult  than  the  government  of  the  uneducated  ? 
Certainly  not.  The  rules  and  regulations  of  a 
primary  or  district  school  are  as  numerous  (and 
require  more  ingenuity  in  adapting  them  to  the 
young  minds  and  restless  bodies  of  the  children) 
as  the  laws  of  a  college ;  and  the  pupils  of  a  dis- 
trict school  have  generally  lived  without  rule  and 
restraint,  and  are  certainly  less  prepared  to  per- 
ceive what  is  right  and  what  is  wrong,  and  conse- 


S6  DISTRICT    SCHOOL. 

quently  must  be  more  controlled  by  the  rules  and 
regulations  of  the  institution  than  the  educated  ? 

Why,  then,are  these  departments  of  government 
taken  away  from  professors  ?  The  reason  is,  because 
it  is  much  belter  to  have  them  in  the  hands  of 
others,  or,  in  other  words,  to  have  the  assistance, 
counsel,  and  advice  of  others'  experience  and  learn- 
ing; but  the  common  school  teacher  has  all  the 
professor's  difficulties  and  labours,  but  none  of  his 
aids ;  neither  in  the  form  of  wise  directions,  drawn 
up  by  others,  nor  in  the  judiciary  of  wise,  experi- 
enced supervisors.  The  common  school  teacher  is 
left  alone:  his  will  the  law  ;  his  nod  the  sentence  ; 
and  his  arm  the  executioner.  Say,  then,  does  not  a 
common  school  teacher  need  a  good  judgment  ? 
it  is  the  only  thing  that  will  ensure  justice  ;  it  is 
the  only  restraint  which  ignorance,  and  rashness, 
and  cruelty  have ;  the  teacher  has  no  other  aid  in 
discovering  guilt  and  in  prescribing  punishment ; 
it  is  the  only  thing  that  directs  unlimited  power ; 
and  if  this  is  wanting,  where  can  we  look  for  a 
greater  tyrant  than  the  common  school  teacher 
may  become  ? 

A  teacher  should  have  an  even,  uniform  temper. 
Without  this  qualification,  there  will  be  at  one 
time  too  much  harshness  and  severity,  and  at 
another  time  too  much  playfulness  and  lenity.  At 
one  time  the  pupils  will  fear  and  tremble  under  the 
rage  of  passion,  and  at  another  time  destroy  all 
order  by  unbounded  liberties.  The  teacher  should 
always  be  mild,  calm,  and  collected — never  moved 


DISTRICT   SCHOOt.  Wf 

or  excited  into  an  improper  state  of  feeling,  but 
always  serene  and  pleasant  before  his  pupils  ;  and 
at  all  other  times,  if  possible.  How  often  is  heard 
the  admonitory  whisper,  "  Look  out,  the  master  is 
cross  to-day ;"  and  how  often,  too,  do  the  scholars 
take  the  advantage  of  extreme  good-nature,  and 
have  a  real  good  hour  of  fun.  Scholars  watch  the 
mercury  of  the  teacher's  feelings  as  closely  as  they 
do  his  eye  ;  and  they  know  when  the  former  will 
give  them  liberties  as  certainly  as  they  do  when  the 
latter  will.  This  changeableness  of  temper  is  at- 
tended with  serious  evils.  If  a  pupil  is  punished, 
he  will  think  that  it  happened  because  the  "  master 
was  mad."  If  the  scholar  is  accused  of  a  bad  reci- 
tation, he  will  say,  "  The  master  was  techy  enough 
to-day,  and  dreadfully  particular."  If  the  teacher 
has  an  uneven  temper,  the  scholar  will  be  sure, 
whatever  may  be  his  deficiencies  and  commissions, 
to  justify  himself,  and  to  make  the  teacher  the  cause 
of  all  the  trouble.  For  uniformity  of  obedience 
in  the  school,  and  for  the  teacher's  own  com- 
fort, an  even  uniform  temper  will  always  be  ne- 
cessary. 

A  teacher  should  have  decision  and  firai- 
ness.  He  should  be  able  to  decide  upon  the  ex- 
pediency or  inexpediency  of  the  act,  or  request, 
and  then  remain  firm  in  his  decision.  I  know  of 
nothing  which  gives  teachers  so  much  trouble  as 
this  want  of  firmness.  A  request  is  negatived,  but 
close  importunity  gets  an  affirmative.     This  the 


M  DISTRICT    SCHOOL. 

scholars  understand  ;  and  they  know  that  a  denial 
only  produces  a  short  delay,  and  are  careful  to 
give  the  teacher  no  peace,  till  vexation  obtains 
what  justice  refused.  Children  are  full  of  whims 
and  notions,  and  will  always  be  seeking  permission 
to  gratify  them  ;  and  unless  the  teacher  has  firm- 
ness to  set  them  aside  at  once,  he  may  expect  to 
be  always  pestered*  with  them.  Uncertainty  re- 
specting the  teacher's  acquiescence  or  refusal,  will 
greatly  increase  the  restless  disposition  of  children ; 
but  when  there  is  firmness  and  uniformity  in  the 
teacher,  the  pupils  can  determine  beforehand  what 
the  issue  would  be,  and  therefore  their  requests  are 
seldom  and  reasonable. 

I  know  of  nothing  that  throws  such  darkness 
over  the  line  which  separates  right  from  wrong, 
as  this  deviation  and  mutability  in  the  teacher. 
It  also  annuls  all  the  teacher's  regulations ;  for  the 
pupils  are  never  certain  whether  they  will  be  en- 
forced or  not ;  and  so  pay  little  or  no  regard  to 
them.  A  uniform,  undeviating  government,  for 
two  weeks,  would  establish  regulations  in  a  school 
which  would  always  after,  without  any  inquiry  or 
dissent,  regulate  the  conduct  and  desires  of  the 
scholars.  But  without  this  stability  there  are  no 
fixed,  known  laws  to  guide  them,  and  the  pupils 
are  continually  applying  to  the  teacher.  If  the 
teacher  will  decide  on  his  government,  and  then 
remain  firm,  he  will  have  but  very  little  to  do 
in  governing ;  for  the  government  of  a  previous 


DISTRICT    SCHOOL.  59 

day  will  be  all  that  is  necessary  for  the  present 
one. 

The  teacher  should  be  qualified  to  sympathize 
with  his  pupils.  He  should  be  able  to  feel  as  they 
feel,  and  to  think  as  they  think.  He  should  be  able 
to  put  his  head  and  his  heart  by  the  side  of  theirs, 
and  rejoice  and  labour  with  them.  There  should 
be  mutual  feehng  between  teacher  and  pupil,  and 
this  cannot  be  without  sympathizing  with  each 
other.  There  should  be  such  a  sympathy  on  the 
part  of  the  teacher  with  the  child's  feelings  and 
operations  of  mind,  that  he  will  be  able  to  take  the 
pupil's  place,  and  stand  himself  a  learner  with  the 
scholar,  and  make  his  knowledge  the  teacher. 

It  is  known  that  children  learn  from  each  other 
with  much  more  readiness  and  facility  than  they 
do  from  adults.  The  reason  is,  the  one  who  in- 
structs adapts  himself  and  his  manner  of  teaching 
to  the  state  of  mind  which  is  in  the  learner.  If 
teachers,  with  all  their  advantage  of  knowledge, 
would  become  children  when  they  instruct  chil- 
dren, they  would  make  better  teachers  than  the 
pupils  could  select  from  their  own  number.  But 
adult  teachers  are  generally  so  unlike  children, — 
there  is  so  little  resemblance  between  them,  and 
such  a  broad  distinction  between  their  operations 
of  mind  and  feelings,  that  there  is  not  much  sym- 
pathy for  each  other ;  and  less  fitness  in  the  in- 
structions of  the  teacher  to  the  attainments  and 
capacities  of  the  scholar. 

It  should  be  the  constant  aim  of  the  instructer 


60  DISTRICT   SCHOOL. 

to  place  himself  in  the  condition  of  his  pupils.  To 
do  this  he  must  cultivate  his  imagination  and  his 
sympathetic  emotions.  He  must  come  down 
where  his  pupils  are,  and  walk  in  the  twilight  with 
them,  and  feel  their  difficulties,  and  use.  their  means 
to  surmount  them.  In  a  word,  he  must  be  the 
teacher  of  the  school,  and  yet  a  learner  and  a 
member  of  each  class.  Who  is  there  that  needs 
more  imagination  and  sympathy  than  the  teacher 
of  children?  Without  a  large  portion  of  these, 
who  can  be  a  good  teacher  ?  To  find  out  what 
children  know,  to  think  in  the  manner  they  think, 
and  to  feel  as  they  feel,  we  must  listen  to  their 
conversations  with  each  other ;  observe  the  lan- 
guage of  feeling ;  and  reflect  upon  the  accounts 
they  give  of  the  events  they  have  witnessed,  and 
their  descriptions  of  objects  which  have  taken  the 
attention.  We  must  also  free  them  from  all  re- 
straint, and  talk  with  them  about  the  things  in  their 
world.  We  must  be  their  citizens,  their  compan- 
ions,— rejoice  when  they  rejoice,  weep  when  they 
weep,  and  at  the  same  time  be  changing  them  from 
djwkness  to  light ;  from  the  littleness  of  children  to 
the  greatness  of  men. 

A  teacher  should  be  able  to  discriminate  charac- 
ter^ and  see  the  differences  between  his  pupils.  In 
his  school  there  will  be  no  two  alike  ;  no  two  who 
will  require  the  same  treatment,  or  the  same  man- 
ner of  instructing.  Hence  the  necessity  of  dis- 
criminating, that  he  may  adapt  himself  to  the  indi- 
vidual peculiarities  and  capacities  of  each.     This 


DISTRICT    SCHOOL.  61 

diversity  of  character  and  intelligence,  arises  from 
a  different  physical  organization,  from  different 
treatment  and  instruction  when  at  home  with  their 
companions  and  parents,  and  from  a  great  diversity 
of  other  causes  which  never  have  been  noticed. 
These- circumstances  make  each  individual  a  dif- 
ferent being  for  the  teacher  to  become  acquainted 
with.  It  is  true  that  all  children  have  many  things 
in  common ;  yet  it  is  as  true  that  each  pupil  has 
something,  and  a  something  which  the  teacher  must 
understand,  that  is  unlike  any  other  individual. 
The  teacher's  business  is  not  so  much  to  inquire 
into  the  causes  of  these  peculiarities,  as  it  is  to 
study  them.  There  is  as  great  a  variety  in  the 
minds  of  your  pupils,  as  there  is  in  their  faces ; 
and,  after  a  little  discrimination,  it  will  be  £s  per- 
ceptible. 

Teachers  usually  have  but  one  government  for 
every  scholar  in  school.  The  timid,  sensitive  pupil 
receives  the  same  treatment  that  the  fearless  and 
the  obdurate  do  ;  and  the  dull  and  inattentive  the 
same  instruction  with  the  sprightly  and  diligent. 
The  child  that  should  be  won  with  tenderness  and 
affection,  is  crushed  with  harshness  and  tyranny ; 
and  the  pupil  who  is  daringly  vicious  and  imper- 
tinent, has  not  a  tighter  rein  than  the  well-disposed 
and  obedient.  The  pupil  who  is  without  restraint 
at  home,  controlled  neither  by  parents,  friends, 
nor  conscience,  the  teacher  attempts  to  govern  by 
the  same  means  which  should  be  used  over  those 
who  are  obedient  to  their  parents,  and  generally 
F 


62  DISTRICT    SCHOOL. 


correct  in  their  conduct.  He  does  not  perceive 
the  government  that  is  necessary  for  the  scholar 
in  school,  from  the  nature  of  that  which  he  is  under 
while  out.  No ;  it  often  happens  that  the  most 
amiable  and  the  most  unamiable,  the  obedient  and 
the  disobedient,  those  of  almost  intuitive  perceptions 
and  the  dull  and  the  stupid,  are  brought  under  the 
same  form  of  government,  and  the  same  method  of 
instruction  1  The  result  is,  that  the  teacher  finds 
that  his  government  and  punishments  do  not  answer 
their  end,  and  his  pupils  are  not  benefited  by  his  in- 
structions. They  have  not  been  such  as  their  pe- 
culiar dispositions  and  capacities  required.  The 
pupil,  who  with  proper  management  would  have 
been  an  excellent  scholar,  is  now  marked  out  as  a 
dunce ;  and  he  who  would  have  been  submissive 
and  obedient,  is  now  sent  from  school  as  irre- 
claimable. 

This  is  the  lamentable  consequence  of  not  dis- 
criminating character  and  mental  abilities.  O  how 
much  do  teachers  need  this  power !  Who  can 
be  a  fit  teacher  without  this  qualification  !  Then, 
let  every  teacher  acquire  this  discriminating 
power  and  use  it. 

A  teacher  should  be  able  to  illustrate  and  sim" 
plify.  Many  of  the  elementary  books  which  have 
appeared  within  two  or  three  years  have  done 
much  to  make  the  studies  of  children  attractive 
and  intelligible ;  yet  simple,  familiar  illustration 
from  the  teacher  is  required  in  every  step  of  the 
scholar's  progress.    The  book  alone  will  be  of  little 


DISTRICT    SCHOOL.  69 

value  to  the  pupil;  it  must  be  accompanied  with 
the  living  voice  ;  and  this  voice  should  create  an 
understanding  between  the  child's  mind  and  the 
book.  The  teacher  should  illustrate  whatever  the 
pupil  may  be  attending  to  in  a  variety  of  ways ; 
he  should  show  the  connexion  which  the  lesson 
has  to  other  branches  of  knowledge,  and  he  should 
be  able  to  apply  the  lesson  to  the  objects  or  busi- 
ness the  pupil  is  acquainted  with. 

The  greatest  truth  may  be  made  level  with  the 
capacities  of  the  younger  pupils,  if  the  teacher  is 
apt  in  his  comparisons  and  illustrations  :  the  most 
abstract  truth  may  be  invested  with  magical  at- 
tractions, if  the  teacher  is  familiar  with  the  subject, 
and  sees  its  intimate  and  harmonious  relations 
which  run  through  all  the  living  and  visible  crea- 
tion. The  same  truths  may  be  put  into  a  thousand 
child-like  forms,  yet  not  adulterated  nor  divested 
of  their  power ;  and  this  the  teacher  should  study  to 
do  by  a  beautiful  simplicity  in  his  language  and 
ideas.  By  luminous  illustrations  he  may  make 
truth  as  cheering  and  nourishing  to  the  soul  as 
light  is  to  the  eye,  or  the  "  spirit-giving  air*  to  the 
lungs ;  he  may  make  the  exercise  of  learning 
something  new,  the  most  delightful  employment 
for  the  pupil  that  this  world  will  ever  give. 

O  why  is  it  that  children  "  go  tardily  to  school  ?** 
Why  is  it  that  they  dislike  instruction  ?  They  were 
made  to  know  and  to  learn  from  others : — it  is  be- 
cause they  are  not  taught  as  nature  teaches, — 
simply,  variedly,  pleasantly  ^  the  great  teacher  oj 


64  DISTRICT    SCHOOt. 

teachers  should  he  Nature :  let  them  watch  her 
pouring  light  and  truth  into  the  infant  mind,  and 
learn  a  lesson  which  no  other  can  teach. 

Teachers  must  be  well  acquainted  with  the 
studies  before  they  can  possess  this  simplicity:  the 
most  learned  men  are  always  the  most  simple  ;  the 
half-educated  are  those  who  make  a  pompous 
parade  of  long  words  and  intricate  unmeaning  sen- 
tences. The  man  who  is  master  of  his  subject  is 
plain,  pure,  and  perspicuous  in  his  style,  and  always 
luminous  and  eloquent  in  thought:  but  none  need 
this  purity  and  simplicity  of  language  and  thought 
so  much  as  the  common  school  instructor ;  he  is  in 
a  mental  world,  which  is  fresh  from  the  Creator, 
and  with  narrow  boundaries ; — he  is  where  the 
world  with  all  its  duplicity  and  error  has  not  yet 
intruded  ;  he  is  in  that  young  and  small  part  where 
truth  and  simplicity  dwell ;  and  he  should  he  like 
his  citizens. 

O !  it  has  made  my  heart  pity  human  weakness, 
to  see  a  conceited,  pompous,  arrogant  man,  the 
teacher  and  associate  of  children ;  I  would  that 
such  might  learn  that  true  greatness  does  not  con- 
sist in  appearing  what  they  are  not ;  nor  in  their 
ridiculous  formality  and  magisterial  bearing.  The 
teacher,  from  always  being  the  oracle  of  his  so- 
ciety, is  very  apt  to  form  such  manners.  Let  me 
say  to  all  such,  get  your  scholars'  respect  and 
affection  by  honesty,  simplicity,  and  truth ;  and 
not  by  attempting  the  "  unheard-of  and  the  won- 
derful." 


DISTRICT    SCHOOL.  6ft 


SECTION  IV. 

QUALIFICATIONS  OF  TEACHERS  CONCLUDED. 

Teachers  should  love  their  business.  To  suc- 
ceed in  any  art  or  profession,  we  must  give  to  it 
all  our  energies,  thoughts,  and  sympathies.  But 
this  we  will  not  do  except  we  love  this  art  or  pro- 
fession. A  teacher  will  have  to  make  many  sacri- 
fices ;  he  will  meet  with  trying  difficulties,  and  he 
will  have  to  be  indefatigable  in  his  labours.  Now 
unless  he  loves  his  employment,  he  will  be  of  all 
men  the  most  miserable,  and  will,  as  soon  as  pos- 
sible, engage  in  something  else. 

I  can  scarcely  conceive  of  a  more  unhappy 
man,  than  a  district  school  teacher,  who  heartily 
dislikes  his  business ;  and  I  know  not  of  a  more 
useless  one.  He  dreads  the  hour  when  he  will  be 
obliged  to  meet  his  thirty  or  forty  cares  and 
troubles.  He  is  wearied  with  impatience  for  the 
moment  when  he  can  send  them  from  him ;  and 
then  is  glad  the  task  is  done.  But  the  morrow 
presents  the  same  miserable  prospect,  and  he 
enters  upon  his  duties  loathingly,  and  with  sickness 
of  heart. 

No  teacher  can  make  his  school  pleasant,  and 
his  scholars  contented  and  happy,  unless  he  loves 
F2 


66  DISTRICT    SCHOOL. 

to  teach.  If  he  is  restless  and  unhappy,  his  pupils 
will  be  so.  But  if  he  is  happy,  and  delighted  with 
teaching,  he  will  make  others  happy,  and  delighted 
with  learning.  If  he  has  a  glad  heart,  and  a  smil- 
ing countenance  when  he  meets  his  pupils  in  the 
school -room,  they  will  love  the  place,  and  rejoice 
to  meet  him  there. 

Teachers  should  make  their  business  their  study. 
This  will  be  necessary  if  they  wish  to  make  their 
profession  honourable, raid ihemselvesrespected  and 
useful.  You  cannot  do  justice  to  your  scholars, 
nor  to  your  employment,  without  devoting  to  them 
all  your  time  and  study.  They  demand  all  your 
resources,  and  all  your  energies. 

You  should  be  constantly  inquiring  into  your 
own  deficiencies ;  you  should  be  studying  the 
characters  and  dispositions  of  your  pupils ;  you 
should  keep  a  close  eye  upon  their  progress ;  you 
should  examine  your  system  of  teaching,  and  your 
form  of  government ;  and  you  should  be  continually 
watching  to  see  where  you  come  short,  and  might 
improve.  It  should  be  your  study  to  know  how 
children  learn,  and  to  look  into  the  operations  of  the 
developing  mind.  You  should  desire  to  become 
acquainted  with  children  and  youth,  and  know 
how  they  think,  and  how  to  make  them  think.  You 
should  learn  their  history,  and  their  privileges  and 
government  out  of  school ;  and  it  should  be  your 
constant  aim  and  efibrt  to  understand  your  busi- 
ness. To  this  end,  you  should  seek  the  society 
and  experience  of  aged  teachers  ;  you  should  pos- 


DISTKICT    SCHOOI..  69f 

sess  and  peruse  with  care  the  books  and  periodicals 
which  throw  light  on  the  subject  of  education.  At 
the  present  day,  a  few  eminent  writers  and  distin- 
guished instructors  are  devoting  their  learning,  ex- 
perience, and  talents  to  the  improvement  of  ele- 
mentary schools.  Your  library  should  contain 
their  works ;  and  if  they  expose  evils,  and  suggest 
remedies,  you  should  see  the  former  and  apply  the 
latter. 

I  know  of  no  periodical  that  is  so  valuable  to 
the  teacher  as  the  "  Annals  of  Education  and  In- 
struction," published  at  Boston,  and  edited  by  Wil- 
liam C.  Woodbridge.  This  work  is  the  organ  of 
the  "American  Lyceum,"  the  "American  Insti- 
tute," and  the  "  American  School  Society."  The 
object  of  each  of  these  societies  is  the  diffusion  of 
knowledge,  and  the  improvement  of  schools.  Mr. 
Woodbridge's  periodical,  then,  is  the  great  national 
depository  of  the  light  and  information  that  is 
made  known  on  the  subject  of  education.  Mr. 
Woodbridge  is  well  prepared  to  conduct  such  a 
national  work.  He  spent  several  years  in  Europe 
for  the  purpose  of  becoming  acquainted  with  her 
literary  institutions,  and  the  improvements  which 
had  been  made  in  their  systems  of  education.  After 
returning,  he  chose  the  "  Annals  of  Education"  as 
an  organ  through  which  he  might  make  known 
the  information  he  had  obtained  in  Europe,  and 
the  condition  and  improvements  of  the  schools  in 
the  United  States.    Every  teacher  and  friend  of 


68  DISTRICT   SCHOOIi. 

education  should  avail  himself  of  the  aid  and  in- 
formation which  this  work  affords. 

Books  and  periodicals  of  this  kind  should  be  the 
study  of  teachers.  You  should  know  the  state  of 
intelligence  in  your  own  country,  the  condition  and 
number  of  its  schools,  and  the  character  and  quali- 
fications of  their  teachers.  You  should  study  to 
distinguish  between  a  change  and  an  improvement ; 
for  every  change  is  by  no  means  a  reformation. 
You  should  be  so  familiar  with  your  profession  as 
to  prevent  impositions,  either  in  the  shape  of  books 
or  projected  systems.  You  should  study  the 
human  mind,  and  know  for  yourself  what  is 
adapted  to  it,  and  what  is  not ;  and  then  be  ready 
to  admit  such  suggestions  as  correspond  with  your 
enlightened  understanding. 

A  lawyer,  a  physician,  or  a  divine  has  to 
spend  several  years  in  preparing  for  the  practice 
of  their  profession ;  and  after  they  are  admitted, 
or  licensed,  they  must  make  their  profession  their 
study,  if  they  ever  attain  any  degree  of  eminence. 
A  teacher's  profession  is  the  most  difficult  of  the 
four ;  and  he  should  avail  himself  of  all  the  help  he 
can  get,  both  from  the  studies  and  the  experience 
of  others.  Teachers  also  should  study  to  obtain  the 
co-operation  of  parents  and  other  intelligent  indi- 
viduals, who  may  reside  in  the  district,  or  within  the 
circle  of  their  acquaintance.  Make  the  learning 
and  the  information  of  all  to  assist  you  in  your 
difficult  profession  ;  study  to  make  improvements 
in  the  art  of  teaching,  and  give  yourself  up  entirely 


DISTRICT    SCHOOL.  69 

to  your  profession.  You  see  there  is  enough  to  do, 
enough  to  occupy  all  your  time  and  all  your 
powers  ;  then  let  me  say  again,  make  your  business 
your  study. 

Teachers  should  be  patient  and  persevering. 
I  know  of  no  other  employment  in  which  these 
qualities  are  more  essential.  To  travel  with  the 
young  and  feeble  intellect,  with  all  its  obtuseness 
and  waywardness,  requires  a  large  share  of  pa- 
tience ;  but  if  you  grow  impatient,  and  quicken 
your  progress,  you  will  leave  your  pupils  behind, 
to  wander  without  a  guide,  and  in  a  strange  coun- 
try. No,  you  must  be  willing  to  take  as  short  steps 
as  they  take,  and  to  look  at  every  object  as  though 
you  never  saw*  it  before ;  you  must  be  willing  to 
go  again  and  again  where  you  have  gone  a  thou- 
sand times  before ;  and  you  must  not  let  familiarity 
make  you  indifferent,  but  must  preserve  all  the 
freshness  and  novelty  of  your  first  journey;  for 
your  young  company  will  observe  and  learn  no- 
thing but  what  you  feel  a  deep  interest  in.  The 
path,  too,  that  the  Abecedarian  has  to  tread  is  long 
and  rugged ;  and  unless  you  have  an  unconquera- 
ble perseverance,  you  will  not  be  disposed  to  con- 
tinue his  companion. 

After  we  have  mastered  any  point,  it  is  difficult 
for  us  to  see  why  it  does  not  appear  as  clear  and 
easy  to  others  as  it  does  to  ourselves ;  and  you 
will  need  patientje  to  make  many  repetitions  and 
many  illustrations  which  will  be  dry  and  tedious 
to  you,  but  absolutely  necessary  to  the  learner. 


70  DISTRICT    SCHOOIi. 

Children  are  apt  to  be  impatient  under  restraint, 
and  discouraged  witii  difficulties, — the  teacher 
should  possess  the  opposite  qualities  for  their  imita- 
tion :  the  pupils  should  see  in  his  conduct  that  perse- 
verance conquers  all  things  ;  that  nothing  is  denied 
to  well-directed  labour ;  and  that  if  any  one  will 
wait  long  enough,  he  will  obtain  his  object. 

He  who  engages  in  teaching  should  be  qualified 
to  overcome  the  difficulties  of  his  profession.  There 
are  many  trying  difficulties  peculiar  to  the  district 
school  teacher;  but  these  he  must  be  able  to  sur- 
mount: he  will  meet  with  many  parents  who  are 
criminally  indifferent  to  the  education  of  their  chil- 
dren. This  apathy  or  indifference  he  will  have  lo 
encounter  under  a  variety  of  forms.  Many  parents 
have  not  been  educated  to  the  love  of  knowledge, 
and  therefore  do  not  think  it  very  important  for 
their  children  ;  they  do  not  set  a  good  example  for 
their  offspring,  by  taking  every  opportunity  to  im- 
prove their  own  minds,  and  to  point  out  the  ad- 
vantages of  a  good  education ;  and  the  children 
suppose  there  is  no  very  great  necessity  for  at- 
tending to  the  instructions  of  the  teacher ;  so,  in- 
stead of  having  the  co-operation  of  parents,  the 
teacher  will  have  to  labour  against  their  uninten- 
tional bad  influence. 

The  teacher  will  find  some  of  his  employers  un- 
able to  appreciate  his  faithfulness  and  his  daily 
sacrifices:  he  will  be  obliged  to  toil  without  their 
sympathy,  and  frequently  without  their  respect. 
This  he  must  not  only  put  up  with,  but  must  make 


DISTRICT    SCHOOL.  71 

extra  efforts  to  supply  the  parents'  deficiencies. 
The  attendance  of  the  scholars  will  be  irregular ; 
and  the  school  badly  provided  with  necessary  ap- 
paratus ;  the  teacher  must  expect  to  labour  under 
these  disadvantages.  The  school-house  may  be  un- 
pleasantly located  and  badly  constructed ;  it  may 
be  in  a  very  uncomfortable  condition,  the  windows 
broken,  the  door  off  from  the  hinges,  the  roof  open 
and  leaky,  the  floor  and  benches  broken,  and  the 
stove  or  fireplace  filling  the  cramped  and  crowded 
room  with  smoke;  this  he  must  endure  in  many 
instances  until  he  can  prevail  on  his  employers  to 
make  a  change. 

He  will  find  that  the  scholars  have  been  super- 
ficially taught ;  that  ihey  have  been  badly  gov- 
erned, that  th«y  are  in  wretched  habits,  both  in 
acquiring  and  reciting  their  lessons ;  and  that  they 
are  averse  to  systematic  and  close  application. 
These  obstacles  he  will  have  to  oppose  and  over- 
come. The  scholars  will  not  be  furnished  with 
appropriate  books ;  those  they  have  are  either  too 
elevated  for  their  capacities,  and  will  require  con- 
stant explanation,  or  so  old  and  familiar  that  they 
have  ceased  to  excite  any  interest.  From  a  want 
of  books,  he  will  not  be  able  to  classify  his  pupils, 
and  will  be  obliged  to  attend  to  them  separately: 
this  deficiency  and  unsuitableness  in  books  will 
cause  the  teacher  much  perplexity  and  additional 
labour;  but  this  he  must  be  qualified  to  do  and 
prepared  to  endure. 

He  will  find  many  things  requiring  his  attention 


TO  DISTRICT  SCHOOL. 

at  the  same  time  ;  some  requesting  privileges  and 
others  assistance ;  some  covertly  in  mischief,  and 
others  disposed  to  be  idle.  He  must  hear  and  see, 
and  do  and  consent,  and  refuse  and  keep  order, 
and  give  instruction  in  almost  the  same  moment. 
He  must  have  the  most  rapid  despatch,  yet 
thoroughness  and  calmness ;  the  greatest  versa- 
tility of  mind,  yet  strength  and  clearness.  Such 
will  be  the  demands  on  a  teacher ;  and  these  he 
must  be  willing  and  able  to  conform  to.  The 
teacher  will  meet  with  parents  who  are  partial 
and  full  of  whims  and  unreasonable  desires.  To 
such  he  must  be  firm ;  it  will  not  do  to  humour 
them,  and  yet  it  will  be  desirable  to  please  them. 
He  will  need  much  tact  and  much  management ; 
he  must  have  a  good  share  of  independence,  and 
pursue  a  just,  straight-forward  course  :  to  do  this  at 
all  times,  he  will  find  difficult  ;■  but  the  requirement 
is  necessarily  connected  with  his  office. 

Accompanying  your  labours,  there  will  be  con- 
tinued monotony  and  sameness.  This  you  must 
expect,  from  the  nature  of  your  employment. 
The  advancement  of  the  pupils  must  be  slow,  and 
the  younger  going  over  the  same  ground  that  has 
just  been  travelled  by  the  more  advanced.  This 
want  of  variety  will  be  unpleasant,  and  you  will 
have  to  free  yourself  of  all  mechanical  operations, 
and  seize  upon- all  the  interest  and  variety  that 
the  cultivation  of  the  mind  will  admit  of.  If  you 
have  a  good,  share  of  ingenuity,  and  love  your 
business,  this  monotony  will  almost  disappear  ;  but 


DISTRICT   SCHOOL.  T^ 

if  your  own  mind  is  barren,  and  unable  to  find 
amusement  in  the  union  of  truth  with  the  intel- 
lectual faculties,  you  will  meet  with  a  weary 
sameness. 

You  will  have  to  guard  against  the  effect  which 
the  constant  intercourse  with  minds  far  inferior  will 
have  upon  your  own  mind.  In  school  you  are  the 
criterion  and  the  oracle, — your  word  is  law,  and 
none  dare  dissent, — your  reasons  are  given,  and 
never  disputed, — you  are  the  speaker,  and  no  one 
objects  or  interrupts.  Now,  you  must  be  watchful 
that  you  are  not  as  authoritative  and  dogmatical 
out  of  school,  as  you  must  be  (to  a  certain  degree) 
in  school.  After  men  have  lived  the  life  of  a  teacher 
for  three  or  four  years,  they  are  not  commonly  very 
agreeable  companions.  The  nature  of  their  busi- 
ness has  produced  this  unhappy  effect ;  and  you 
will  be  wise  in  bringing  all  your  powers  to  bear 
against  this  influence.  You  should  frequently 
measure  your  mind  with  your  equals,  and  always 
treat  your  pupils  as  intelligent  beings ;  as  if  they 
had  a  sense  of  right  and  wrong,  and  a  perception 
of  truth  and  falsehood.  And,  finally,  you  must  ex- 
pect much  ingratitude  and  small  compensation. 
And  you  must  be  prepared  to  forgive  the  one,  and 
live  upon  the  other. 

These  are  a  few  of  the  difficulties  which  a 
teacher  must  meet  with,  but  which  he  must  be 
qualified  to  overcome.  He  will  need  a  good  share 
of  common  sense  ;  a  strong,  well-furnished  mind  ; 
a  constant  watch  over  his  feelings,  and  a  strong 
G 


74  DISTRICT    SCHOOX. 

guard  against  his  habits.  Let  every  candidate 
inquire  whether  or  not  he  has  these  quahfications, 
before  he  assumes  that  office  which  will  certainly 
demand  them. 

A  teacher  should  always  appear  pleasant  and 
affectionate.  He  should  make  the  scholars  feel 
that  he  is  seeking  their  good,  and  that  he  desires 
their  happiness.  This  will  be  necessary  to  win 
their  confidence  and  their  affections.  Without 
these  he  will  labour  in  vain,  and  in  misery.  But 
if  he  is  pleasant  and  agreeable  to  the  children, 
they  will  love  to  be  with  him,  and  to  hear 
his  instructions.  The  love  they  have  for  the 
teacher  will  be  transferred  to  the  studies  he 
teaches,  and  the  acquisition  of  knowledge  may  be 
made  a  constant  amusement  from  the  manner  it 
is  taught. 

A  teacher,  likewise,  should  be  qualified  to  show 
his  pupils  the  importance  of  knowledge.  We  are 
all  very  unwilling  to  make  strong  exertions  for 
that  of  which  we  cannot  see  the  use  or  value ; 
and  we  are  very  dilatory  in  acquiring  that 
which  does  not  give  immediate  enjoyment,  or  by 
which  we  are  not  in  some  way  immediately  bene- 
fited. How  much  more  disinclined  and  dilatory 
are  children,  who  are  unable  to  perceive  the  nature 
and  relations  of  things.  They  cannot  see  the  ne- 
cessity, or  the  advantages,  or  the  pleasures  of 
knowledge ;  and  what  incentives  have  they  to 
make  its  acquisition  ?  Now,  it  is  necessary  that 
the  teacher  should  supply,  to  some  extent,  what 


DISTRICT   SCHOOU  1# 

their  ignorance  shuts  out.  He  should  show  them 
the  power  that  knowledge  has  given  to  the  human 
race, — the  liberty  that  it  has  given  to  nations, — 
the  glory  and  dignity  with  which  it  has  invested 
the  human  mind, — the  comforts,  conveniences,  and 
pleasures  it  has  conferred  on  society,  and  the 
respect  and  influence  it  gives  to  individuals.  A 
perception  of  some  of  these  grand  results  (even  if 
it  should  be  a  faint  one)  will  give  them  a  foretaste, 
and  a  determination,  which  will  ensure  high  at- 
tainments. It  will  make  his  scholars  regard  the 
means  of  cultivating  the  mind  their  highest  privi- 
lege and  their  greatest  blessing.  Teachers,  then, 
should  not  only  possess,  and  be  qualified  to  impart 
knowledge  to  their  pupils,  but  they  should  be  able 
to  make  them  feel  its  value. 


SECTION  V. 

THE  ADAPTATION  AND  IMPORTANCE  OP  COMMON 
SCHOOLS,  AND  THE  DUTIES  OP  THOSE  WHO  HAVE 
A  OENERAX.  SUPERINTENDENCE  OVER  THEM. 

I  KNOW  not  that  a  better  plan  could  be  devised 
for  educating  the  people,  than  the  one  adopted  by 
the  state  of  New- York.  It  carries  the  means  of 
instruction  to  the  door  of  every  citizen ;  and  on 


78  DISTRICT    SCHOOI,. 

the  universality  of  these  means  of  instruction  is 
based  the  greatness  and  permanency  of  our  free 
institutions. 

We  shall  see  that  this  system  is  wisely  adapted 
to  the  wants  of  the  people,  when  we  consider  that 
the  great  proportion  of  the  children  which  it  edu- 
cates must  be  instructed  while  they  are  at  home, 
connected  with  their  parents  or  guardians.  The 
children  and  youth  require  the  guardianship  of  the 
parental  eye ;  and  the  parents  need  the  assistance 
of  their  children  during  those  parts  of  the  day 
they  are  not  engaged  in  the  school.  But  few 
parents,  likewise,  if  they  could  spare  their  chil- 
dren, would  be  able  to  support  them  at  public 
institutions.  Hence  the  necessity  of  devising  a 
system  which  shall  afford  the  means  of  instruction 
to  every  indivickial, — that  shall  leave  the  children 
under  the  parental  care,  and  permit  them  to  continue 
to  render  some  assistance  to  their  parents, — that  shall 
be  fitted  to  give  that  kind  and  degree  of  instruction 
which  the  citizens  need, — and  that  the  system  be  so 
cheap  and  simple  that  the  people  will  be  wealthy 
and  wise  enough  to  support  and  regulate  it.  The 
system  of  district  schools,  when  properly  applied 
and  supported,  is  found  to  have  this  wise  adapta- 
tion and  happy  influence.  It  is  this  system  which 
carries  intelligence  and  liberty  through  the  Union. 

The  importance  of  good  common  or  district 
schools  is  seen  and  felt  but  by  few.  The  necessity 
of  virtue  and  intelligence  among  a  free  people  is 
always  admitted ;  yet  the  great  majority  of  our 


SI8TBICT  SCHOOL.  77 

citizens  are  almost  wholly  indifferent  to  the  primary 
schools,  the  very  sources  of  a  nation's  intelligence  ; 
for,  as  it  is  well  known,  nineteen  citizens  out  of 
twenty  receive  all  their  education  in  them.  Even 
reflecting  men  seldom  look  so  near  the  beginning 
of  things  as  to  see  that  the  blessings  and  perpetuity 
of  our  happy  government  are  in  the  hands  and 
under  the  direction  of  the  common  schoolmaster. 
In  our  common  schools  the  nation  receives  its 
character  and  education.  Mothers  and  school- 
masters sow  the  seeds  either  of  tyranny,  anarchy, 
or  liberty ;  for  the  strength  and  destiny  of  any 
community  lies  in  the  virtue  and  intelligence  of 
its  younger  members.  A  wise  and  good  govern- 
ment can  be  established  and  sustained  only  by  the 
wise  and  good ;  and  if  the  teachers  in  our  common 
schools  are  ignorant  and  vicious,  they  can  impart 
nothing  but  what  they  have,  and  the  youthful  part 
of  the  nation  must  be  like  them :  but  if  they  are 
wise  and  good,  the  character  of  the  people  will  be 
the  same.  In  our  common  schools,  our  ministers 
and  magistrates,  legislators  and  presidents,  com- 
menced their  education.  Here  did  the  men  whom 
we  admire  as  the  strength  and  beauty  of  our  na- 
tion receive  their  first  impressions,  their  first  prin- 
ciples, and  their  first  character.  In  these  schools 
did  the  men  to  whom  we  look  up  for  counsel  and 
instruction  commence  their  moral  and  intellectual 
greatness ;  and  in  these  primary  founts  of  know- 
ledge are  placed  those  who  will  perpetuate  or  de- 
G2 


78  DISTRICT    SCHOOL. 

stroy  all  that  is  excellent  and  beautiful  in  this  young 
republic. 

Is  not  the  condition  and  character  of  our  com- 
mon schools,  then,  of  the  highest  importance?  Are 
not  the  character  and  qualifications  of  their  teachers 
of  the  very  first  consideration  ?  These  schools 
have  in  embryo  the  future  communities  of  this 
land.  With  them  the  empire  and  liberty  of  these 
States  must  rise  or  fall ;  for  they  are  at  once  the 
repositories  of  freedom,  and  the  pillars  of  the  re- 
public. And  now,  we  again  ask,  are  not  these 
schools  of  the  highest  importance?  Should  not 
every  individual  feel  the  deepest  interest  in  their 
character  and  cuudition?  Should  not  the  strong 
arm  of  government  be  thrown  around  them  for  a 
protection  ?  And  should  not  the  wisdom  of  legis- 
lation watch  over  and  counsel  them  with  a  pa- 
rental "solicitude  ?  To  what  purpose  shall  we  en- 
act laws,  unless  there  is  intelligence  to  perceive 
their  justice,  and  principle  to  which  they  can  ap- 
peal ?  And  what  other  fountains  of  intelligence 
have  we  for  the  whole  people,  but  our  common 
schools  ?  But  do  these  schools  receive  that  close 
attention,  that  friendly  aid,  that  enlightened  and 
fostering  care,  which  their  high  importance  de- 
mands? Our  representatives  in  legislation  have 
done  well,  but  as  individuals  we  do  nothing !  Our 
intelligent  men  appear  as  if  our  individual  happi- 
ness, and  the  glory  and  prosperity  of  this  nation 
rested  rather  in  our  constitutions,  revenues,  and 
armies,  than  in  the  virtue  and  intelligence  of  the 


DISTRICT    SCHOOL.  '  79 

whole  people.  And  how  often  do  philanthropists 
forget  that  the  chief  part  of  human  vice  is  evidently 
founded  on  the  predominance  of  the  sensual  over 
the  moral  and  intellectual  nature  I 

The  learned  and  leading  men  in  nearly  every 
section  of  the  United  States  overlook  the  common 
school,  and  give  all  of  their  attention,  influence,  and 
pecuniary  support  to  select  schools,  academies, 
colleges,  and  seminaries.  These  men  seldom  in- 
quire into  the  character  or  capacity  of  the  teacher 
of  the  district-school :  not  giving  these  schools 
their  patronage,  they  feel  entirely  indifferent  to 
their  condition.  The  teacher,  consequently,  is  se- 
lected by  the  ignorant ;  and  the  whole  management 
of  the  school  left  to  the  direction  of  the  careless  and 
illiterate.  The  uninformed  part  of  the  district 
know  not  the  proper  qualifications  of  a  teacher,  or 
the  value  of  an  education  ;  and  therefore  a  man  of 
but  very  limited  acquirements,  and  probably  of 
many  forbidding  qualities,  and  without  the  least 
aptitude  to  teach,  is  often  employed  to  impart  char- 
acter and  education  to  the  children.  What  may  we 
expect  the  teacher  to  be  when  chosen  by  such 
men  1  What  efficiency  can  we  look  for  in  the 
school,  when  the  careless  and  the  ignorant  have  the 
whole  direction ! 

These  schools,  then,  should  have  the  superintend- 
ence of  the  learned  and  leading  men ;  they  should 
assist  in  making  choice  of  the  teacher ;  they  should 
give  the  teacher  their  co-operation,  and  encourage 
him  by  their  attention  and  their  patronage.     This 


80  DISTRICT    SCHOOL. 

more  favoured  part  of  the  community  should  feel 
that  they  have  a  duty  to  perform  towards  the  less 
favoured ;  and  that  the  blessings  of  society  are 
multiplied  by  affording  the  means  of  moral  and 
intellectual  instruction  to  every  individual.  The 
learned  and  wealthy  should  perceive  that  the  edu- 
cation of  the  infant  mind  is  far  less  expensive  to 
them  than  the  support  of  the  aged  criminal ;  that 
the  fruitfulness  of  their  lands  depends  not  so  much 
upon  the  richness  of  the  soil  as  upon  the  intelli- 
gence of  the  cultivators ;  and  that  the  labour  of 
him  whose  head  can  help  his  hands  is  far  more 
profitable  than  the  service  of  the  ignorant.  The 
learned  and  wealthy  should  see  likewise  that  uni- 
versal education  is  the  only  true  security  of  life 
and  property. 

Learned  and  influential  men  may  do  much  for 
common  schools,  by  encouraging  qualified  teachers, 
and  by  obtaining  for  them  public  assistance.  They 
may  give  their  respect  and  lend  their  influence  to 
the  profession  of  teaching,  and  by  this  means  make 
it  more  reputable  and  lucrative  than  it  is  at  present. 
They  may  give  interest  and  assistance  to  institu- 
tions and  associations  which  are  intended  to  qualify 
teachers  and  diffuse  knowledge ;  and  they  may 
see  that  legislation  does  all  that  it  can  do  for  such 
schools. 

The  duties  of  Inspectors  are  very  important  to 
common  schools.  As  the  character  and  usefulness 
of  the  schools  depend  upon  the  qualifications  of 
the  teachers,  the  inspectors  should  be  strict  in  their 
examinations,  and  well  assured  of  the  competency 


DISTRICT    SCHOOL.  81 

of  those  who  receive  certificates.  In  organizing 
the  school  system,  inspectors  were  appointed  to 
prevent  the  disqualified  from  entering  into  the 
responsible  profession  of  teaching.  They  are  to 
judge  what  candidates  are  prepared  for  instruct- 
ing ;  and  to  admit  none  but  such  as  are  qualified. 
Thus  the  character  of  the  district  schools  is  placed 
almost  entirely  in  their  hands.  It  is  in  their  power 
to  admit  none  but  such  as  promise  to  be  useful  in 
their  vocation  and  honourable  to  their  profession  ; 
or,  by  being  lax  and  faithless,  to  give  certificates 
to  those  who  have  not  one  necessary  qualification  ; 
and  who  will,  by  attempting  to  discharge  duties 
of  which  they  are  entirely  ignorant,  bring  disgrace 
upon  themselves  and  their  employment.  The  lax- 
ity and  ignorance  of  some  inspectors  is  one  great 
cause  of  the  low  and  useless  conditioii  of  many  of 
our  common  schools.  They  have  acted  upon  the 
principle  that  a  poor  school  is  better  than  none ;  and 
thus  have  given  their  certificate  to  those  who  they 
were  conscious  were  unqualified.  Thus  the  candi- 
date's examination,  under  the  board  of  inspectors, 
has  frequently  been  little  else  than  mere  forrh  and 
ceremony ;  affording  no  obstacle  to  ignorance,  and 
no  measure  for  the  discovery  and  encouragement 
of  real  merit. 

The  inspectors  are  requested  by  the  inhabitants 
of  a  certain  district  "  to  be  lenient  to  such  a  candi- 
date, for  he  is  a  cousin,  or  can  be  hired  cheap ; 
and  although  he  has  not  much  learning,  he  will  do 
well  enough  for  their  children."     The  inspectors, 


82  DISTRICT    SCHOOL. 

acting  upon  their  old  principle,  that  a  poor  teacher 
is  better  than  none  ;  and  forgetting  the  high  duties 
of  their  office,  and  the  honour  of  that  profession 
of  which  they  are  the  guardians,  Usten  to  the 
request,  and  the  disquahfied  candidate  finds  no 
difficulty  in  obtaining  his  certificate.  This  com- 
promise with  ignorance  and  avarice  on  the  part 
of  inspectors,  has  placed  men  as  teachers  of  our 
common  schools  who  would  not  be  trusted  by 
their  employers  with  a  favourite  horse.  Such  is 
the  consequence  of  unfaithfulness  among  inspect- 
ors. Many  of  them  should  be  far  more  rigid  than 
they  have  heretofore  been ;  and  they  should  rigidly 
and  watchfully  exercise  the  whole  of  their  duties. 

They  should  not  only  ascertain  the  amount  of 
knowledge  that  is  requisite  for  a  teacher,  but  should 
discover  his  powers  of  communicating  to  others 
the  knowledge  that  he  may  possess.  This  latter 
qualification  inspectors  almost  entirely  overlook. 
But,  as  a  teacher,  it  is  certainly  as  important  that 
he  should  be  able  to  impart  to  others  what  he 
knows,  as  it  is  to  be  familiar  with  the  branches 
which  he  is  expected  to  teach.  And  he  should  be 
able,  not  only  to  communicate  what  he  has  ac- 
quired, but  he  should  be  able  to  communicate  it  to 
children.  The  teacher  should  be  able  to  simplify 
and  illustrate,  and  adapt  his  instructions  to  the 
infant  mind.  But  whether  the  candidate  has  this 
necessary  ability  or  not,  the  inspectors  seldom 
ascertain.  This  is  frequently  found  to  be  a  serious 
neglect ;  for  teachers  are  often  seen  in  our  common 


DISTRICT  SCHOOI,.  ^ 

schools  who  have  sufficient  knowledge  of  the  ele- 
mentary branches  which  they  teach,  but  who  are 
wholly  unqualified  for  giving  instruction  to  others. 
The  want  of  this  qualification  is  a  common  defect 
among  teachers ;  and  inspectors  should  be  the 
more  watchful  over  their  applicants  for  certificates. 
Inspectors  should  ascertain  whether  the  candidate 
is  fond  of  the  society  of  children  and  youth  ;  and 
whether  he  has  studied  the  operations  of  the  youth* 
ful  mind,  and  found  out  how  children  think  and 
learn. 

And,  above  all,  they  should  know  that  the  appli- 
cant possesses  a  good  moral  character.  Many  are 
admitted  to  teach  in  our  primary  schools,  in  con- 
sideration of  their  experience  or  high  qualifications, 
who  are  well  known  to  lead  immoral  lives,  and  to 
entertain  and  teach  the  very  worst  of  principles. 
The  highest  qualifications  should  never  procure  a 
certificate  when  there  is  the  least  blemish  on  the 
moral  character ;  and  the  inspectors  here  should 
be  firm,  and  require  some  knowledge  of  the  candi- 
date's former  life.  I  know  not  any  duties  more  im- 
portant and  responsible,  in  relation  to  district 
schools,  than  those  which  belong  to  inspectors. 
But  how  often  are  they  shamefully  and  criminally 
discharged  !  If  schools  are  as  their  teachers  (and 
they  certainly  are),  how  strict  should  inspectors  be 
in  their  examinations  I 

As  the  Trustees  of  a  common  school  are  local 
officers,  living  within  the  district,  they  have  a  clos© 
and  continued  superintendence  over  the  school. 


#||L  DISTRICT   SCHOOL. 

Their  duties  are  to  employ  a  teacher,  keep  the 
school-house  in  repair,  and  supply  it,  or  see  that  it  is 
supplied,  with  all  the  necessaries  which  the  comfort 
of  the  teacher  and  scholars  may  require.  While 
they  are  in  office,  the  immediate  management  of 
the  school  is  put  into  their  hands.  If  it  is  the  voice 
of  the  district,  it  becomes  the  duty  of  the  trustees 
to  see  that  a  proper  teacher  is  constantly  employed. 
They  must  judge  of  the  applications  of  teachers, 
and  refer  the  most  promising  to  the  inspectors.  If 
the  school  should  be  vacant,  and  there  should  be 
no  applications  from  teachers,  it  is  the  duty  of  the 
trustees  to  make  it  known  abroad  that  an  instructer 
is  wanted  in  their  district.  It  is  also  the  business 
of  the  trustees  to  see  that  the  school-house  is  of  a 
proper  size,  in  a  good  condition,  and  is  comfortably 
furnished  with  fixtures,  wood,  and  water.  If  any 
necessary  should  be  wanting,  they  have  the  power, 
and  it  is  their  duty,  to  order  it,  and  call  upon  the 
district  for  payment.  The  trustees  should  like- 
wise reconcile  the  difficulties  which  may  arise 
between  the  teachers  and  scholars,  or  the  teacher 
and  the  employers.  The  number  of  children  in 
the  district  who  draw  public  money  must  be  made 
out  by  the  trustees,  and  reported  to  the  commis- 
sioners of  common  schools.  These  are  some  of 
the  principal  duties  of  the  trustees  of  district 
schools.  It  can  be  seen,  that  they  are  of  such  im- 
portance that  the  manner  in  which  they  are  dis- 
charged will  greatly  affect  the  interest  and  useful- 
ness of  the  school. 


DISTRICT    SCHOOL.  88 

''  The  trustees  are  the  life  of  the  school.  If  they 
are  active,  watchful,  and  faithful,  the  school  will 
flourish ;  but  if  they  are  irresolute  and  indifferent, 
the  school  will  dwindle,  and  finally  go  down.  The 
trustees  should  act  in  union,  and  with  energy.  But 
it  unfortunately  happens  that  this  is  not  the  case  in 
every  instance  ;  for  it  is  frequently  seen  that  they 
are  far  from  being  prompt  and  united  in  the  dis- 
charge of  their  duties.  They  are  often  elected 
when  absent,  and  probably  are  not  informed  of 
their  important  relation  to  the  school  till  several 
months  have  passed  by  ;  and  then  it  is  not  unusual 
for  them,  through  some  personal  pique,  or  the 
pressure  of  business,  or  the  peculiar  charac- 
ter of  their  colleagues,  or  some  other  excuse  or 
whim,  to  object  from  serving.  Thus  the  school  for 
months,  and  very  likely  for  a  whole  year,  has  no 
efficient  overseer  to  apply  to,  either  for  wants  or 
direction.  Trustees  frequently  omit  giving  notice, 
or  at  least  general  notice,  of  their  special  or  stated 
meetings  ;  and  it  is  very  often  that  these  meetings 
are  not  attended  by  themselves.  They  frequently 
differ  in  their  opinions  respecting  the  character  or 
wages  of  the  teacher,  and  thus  create  a  delay  or  a 
dissension  which  is  of  the  greatest  injury  to  the 
district.  Sometimes  they  disagree  on  what  are 
necessaries  for  the  school ;  and  hence  derange  and 
almost  destroy  the  organization  of  the  school,  by 
denying  its  reasonable  requests.  One  trustee 
wants  a  cheap  teacher,  and  a  school  one  half  of  the 
year  ;  the  others  think  that  a  well-qualified  teacher, 
H 


86  DISTRICT   SCHOOL. 

although  his  wages  are  more,  is  the  cheapest,  and 
believe  that  the  district  will  be  none  too  wise  if  the 
school  is  continued  through  the  year.  The  result 
of  this  division,  very  often,  is  the  prevention  of  any 
school  whatever  for  a  long  time 

These  are  some  of  the  evils  which  our  schools 
suffer  by  having  ignorant,  faithless,  and  unreason- 
able trustees.  Men  who  are  appointed  to  exercise 
a  fostering  care  over  the  school,  prove  themselves 
to  be  its  worst  enemies.  The  inhabitants  of  the 
district  perceive  that  the  affairs  of  the  school  want 
attending  to,  but  know  that  it  belongs  to  the  trus- 
tees to  see  to  them,  and  so  find  an  excuse  for  their 
indifference.  Thus  the  trustees,  by  their  office, 
prevent  others  from  doing  what  they  themselves 
leave  undone.  It  is  far  better  that  a  school  should 
have  no  such  guardians,  unless  they  are  disposed 
to  be  united,  faithful,  and  active.  Poor  schools 
are  owing  in  a  great  measure  to  the  want  of  good 
trustees,  and  every  district  should  be  solicitous 
whom  they  appoint. 

It  is  the  duty  of  the  Commissioners  of  common 
schools  to  return  the  reports  of  the  trustees  to  the 
general  superintendent,  and  to  distribute  the  pub- 
lic money  among  the  several  districts  of  the  town, 
according  to  the  number  of  children  in  each  whose 
age  entitles  them  to  draw.  It  is  likewise  their 
duty  to  determine  the  location  of  the  school-house, 
"  "when  the  inhabitants  of  the  district  do  not  agree  ; 
and  also  to  divide  or  unite  districts  which  in  their 
Tiew  may  require  such  change.     The  commis- 


DISTRICT    SCHOOL.  87 

sioners  and  inspectors  are,  moreover,  expected  to 
pay  frequent  visits  to  the  several  scliools  of  the 
town,  and  examine  their  condition,  the  faithfulness 
and  ability  of  the  teachers,  and  the  progress  which 
the  children  make  in  their  studies.  A  faithful  dis- 
charge of  this  latter  duty  would  be  of  great  benefit 
to  our  schools.  I  sincerely  hope,  that  these  re- 
spectable and  important  guardians  of  education 
will  hereafter  feel  it  their  interest  and  their  plea- 
sure to  be  more  attentive  to  this  momentous  duty, 
which  has  been  confided  to  their  trust. 

Ministers,  if  they  are  disposed,  may  do  much  for 
our  common  schools.  I  know  of  no  class  of  indi- 
viduals who  have  the  power  of  doing  more.  But  it  is 
unfortunately  the  case,  that  ministers  neglect  to  take 
that  care  of  the  education  of  the  children  in  their 
congregation,  which  their  duty  and  success  de- 
mand. But  few  perceive  that  by  the  time  the 
younger  part  of  their  flock  receive  years  and 
knowledge  sufficient  to  be  profited  by  their  ser- 
mons, the  v/orld  has  given  them  characters  which 
will  be  difficult  to  change,  and  which  will  probably 
remain  for  time  and  eternity.  They  seem  to  forget 
that  the  school-room  is  the  place  where  they  should 
meet  the  minds  of  their  youthful  hearers. 

The  minister  may  frequently  invite  the  teachers 
of  the  schools  in  his  parish  to  visit  him,  and  then 
converse  with  them  on  the  best  method  of  teach- 
ing children,  and  how  they  may  increase  and 
improve  the  means  of  instruction.  He  will  here 
have  an  opportunity  of  rendering  assistance  to 


188  DISTRICT    SCHOOL. 

those  teachers  vs^ho  feel  an  inability  to  fill  their  dif- 
ficult and  responsible  office.  Ministers  should  be 
familiar  with  the  character  and  qualifications  of 
the  teachers  in  their  congregation,  and  with  the 
condition  of  all  the  schools.  They  should  know 
the  number  of  the  children  who  attend  school,  and 
the  number  who  do  not  attend.  They  may  know 
the  progress  which  the  children  make  in  their  stu- 
dies, and  the  fitness  and  character  of  the  books 
which  they  use ;  and  they  may  ascertain  and  im- 
prove the  moral  discipline  by  which  they  are  daily 
governed.  But  how  seldom  is  this  done  !  How 
few  ministers  know  as  much  as  they  might  of  the 
means  and  amount  of  education  in  their  congre- 
gation 1  How  few,  in  their  pastoral  visits,  stop  at 
the  school-house,  and  examine  the  morals  and  intel- 
ligence of  the  children  !  We  do  hope  that  minis- 
ters will  feel  that  these  schools  have  stronger  claims 
upon  their  care  and  counsel  than  they  have  here- 
tofore received. 

Bui  with  all  this  desirable  and  necessary  super- 
vision from  law,  learning,  and  experience,  the 
character  and  usefulness  of  the  school  will  depend 
very  much  upon  the  individual  efforts  of  each  in- 
habitant of  the  district.  Parents  must  be  willing 
to  give  a  fair  compensation  to  the  ineiruct©rs  of 
their  children  ;  and  ovory  teacher,  and  scholar, 
and  guardian,  and  parent,  must  feel  that  the  inter- 
est and  value  of  the  school  depend  upon  his  own 
intelligence  and  exertions. 


DISTRICT    SCHOOL.  89 


SECTION  VI. 

TEACHING  SHOULD  BE  MADE  A  PROFESSION. 

Teaching,  in  our  district  schools,  should  be 
made  a  distinct  Profession.  The  teacher's  em- 
ployment should  be  made  as  honourable  and  as 
separate  as  the  physician's,  the  divine's,  or  the 
lawyer's.  The  teacher  should  prepare  him  self  for 
his  business,  and  labour  as  exclusively  in  his  calling 
as  the  lawyer  does  in  his.  To  be  a  good  in- 
structer  requires  as  much  knowledge  of  human 
nature,  as  uniform  a  government  over  ourselves, 
and  as  complete  a  mastery  of  the  respective  studies, 
as  it  does  to  be  a  good  preacher.  All  who  take 
this  view  of  the  subject,  and  we  think  all  who  have 
had  any  experience,  or  made  but  a  few  observa- 
tions, will,  must  agree  with  us,  when  we  say  that 
teaching  should  be  made  a  distinct  profession. 

We  would  not  employ  a  man  who  may  have  had 
a  good  education,  but  had  given  his  attention  to 
buying  and  selling  goods,  to  be  our  physician,  when 
disease  takes  hold  upon  us.  We  would  not  en- 
gage a  man  to  plead  our  rights  before  a  judge  and 
jury,  who  had  not  made  the  law  and  the  rights  of 
man  his  study  for  years.  Neither  would  we 
choose  that  man  to  be  our  teacher  in  divine  things, 
H2 


90  DISTRICT  scnooi. 

who  does  not  make  the  Bible  the  rule  and  study  of 
his  life.  Why  not?  Why  do  we  require  the 
wisdom  of  experience  and  professional  knowledge 
in  these  three  vocations  ?  Is  it  not  because  we 
know  that  they  are  absolutely  necessary  ?  What 
is  it  that  the  law,  or  the  medical,  or  the  theological 
student  gains  in  devoting  six  or  eight  years  to 
literary,  and  three  years  to  professional  studies  ? 
Is  it  not  the  experience  and  the  wisdom  of  others  ? 
Is  not  all  this  preparation  made  to  enable  them  to 
perceive  the  nature,  rights,  condition,  and  duties 
of  man  ?  Now,  are  the  labours  of  the  teacher  less 
difficult,  less  arduous  than  either  of  the  professions 
I  have  mentioned  ?  That  the  teacher  may  perform 
his  duty  well,  does  he  not  need  the  experience  of 
others  ?  Is  it  not  necessary  for  him  to  perceive 
the  nature,  duties,  and  condition  of  men?  This 
will  be  admitted.  Then  why  not  make  it  as  ne- 
cessary to  spend  the  same  amount  of  time,  and 
enjoy  as  high  privileges  for  obtaining  this  know- 
ledge ? 

Why  is  it  that  the  practice  of  law  or  medicine 
is  so  much  more  honourable  and  lucrative  than 
elementary  teaching?  Not  because  it  is  more 
important  to  the  community — not  because  there  is 
any  more  necessity  for  it.  No ;  it  is  less  important, 
less  necessary.  What,  then,  is  the  reason?  We 
answer,  that  before  men  can  practise  in  either 
of  these  professions,  they  must  qualify  themselves 
•r- they  must  fit  themselves  for  doing  honour  and 
justice  to  their  profession.    These  professions  have 


DISTRICT   SCHOOL.  S| 

taken  a  high  place  in  the  estimation  of  the  world, 
not  because  they  are  more  influential  ingivinga  high 
and  noble  character  to  men, — for  the  elementary 
teacher  has  the  formation  of  the  character  in  his 
own  hands — but  because  there  are  in  these  profes- 
sions, learning,  and  talent,  and  character.  But 
why  are  there  not  this  learning,  and  character,  and 
talent  among  teachers  ?  simply  because  their 
learning  is  not  appreciated — not  rewarded  ;  talent 
with  them  has  no  opportunity  of  gaining  distinc- 
tion, and  character  is  not  always  required.  Men 
think  more  of  their  wills,  or  the  pleasures  of  the 
body,  than  they  do  of  an  education,  or  the  happi- 
ness of  a  well-regulated  mind.  The  reason  of  this 
unwise  choice  is,  they  have  never  been  educated 
to  the  love  of  knowledge — they  have  never  felt  the 
power  and  pleasure  there  is  in  knowing.  Why  ? 
They  have  never  had  teachers  who  could  develop 
the  mind,  and  lay  open  before  it  the  treasures  of 
science.  They  never  had  teachers  who  made  the 
school-room  the  most  delightful  place  they  ever 
visited — who  made  the  exercise  of  learning  the 
most  agreeable  one  they  ever  engaged  in.  But 
why  have  there  not  been  such  teachers  ?  There 
have  never  been  any  means  or  pains  taken  to  qualify 
them.  The  teachers  have  not  made  instruction 
their  business — their  profession.  They  have  not 
loved  their  employment — probably  disliked  it. 
They  became  teachers  from  necessity.  This 
office  was  not  their  choice — it  was  not  one  that 
they  had  been  making  any  preparation  for.    How 


02  DISTRICT    SCHOOL. 

can  it  be  expected  that  they  should  make  their 
pupils  love  knowledge,  from  the  simple,  attractive 
form  in  which  it  should  be  presented. 

Men  who  assume  this  most  difficult,  and  most  re- 
sponsible of  all  professions,  should  avail  themselves 
of  all  the  aids  they  can  obtain.  They  should  ex- 
amine themselves,  and  see  if  they  are  prepared 
for  their  work — whether  they  have  an  aptitude  to 
teach,  and  whether  it  is  probable  they  will  make 
their  business  their  profession  for  life.  If  they  in- 
tend to  make  instruction  only  a  temporary  thing, 
a  step-stone  to  something  else,  a  mere  filling  up 
of  a  vacant  month,  they  will  have  no  ambition  to 
excel  in  this  department,  but  will  be  desirous  of 
terminating  this  unpleasant  occupation  as  soon  as 
possible,  and  of  entering  into  other  engagements 
more  profitable.  As  long  as  this  is  the  state  of 
things,  our  school-houses  will  be  furnished  with 
heedless,  incompetent  teachers.  If  the  character 
of  the  instructors  is  elevated,  they  must  be  willing 
to  make  their  employment  their  profession.  It 
must  be  their  highest  ambition  to  obtain  the  name 
of  a  good  school-master.  They  must  labour  to 
make  their  office  as  respected  as  it  is  important — 
as  well  rewarded  as  it  is  useful.  Teachers  may 
do  this  if  they  will  make  their  business  their  study, 
their  profession.  When  any  business  is  made  a 
profession  there  is  a  constant  accumulation,  from 
experience  and  experiment,  of  practical  know- 
ledge ;  the  evils  that  are  discovered  receive  a 
remedy,  and  depart  to  be  felt  no  more — the  im- 


DISTRICT   SCHOOL.  Hm 

provements  that  are  made  continue,  and  the  highest 
point  of  excellence  of  one  aged  teacher  is  made 
the  starting  point  of  improvement  by  his  suc- 
cessor. 

The  reason  why  the  art  of  teaching  is  so  little 
understood  is, — there  is  no  instmction  in  the  past. 
If  teaching  had  been  made  a  profession,  there 
would  be  a  record  of  the  success  and  the  failure 
of  the  past,  which  would  contain  lessons  more 
valuable  to  the  teacher  than  all  the  projected 
theories  and  systems  in  creation ;  but  there  has 
been  no  book  kept ;  there  is  no  light  from  the  past 
to  throw  its  rays  into  the  future ;  no  voice  to 
teach,  and  no  decisions  to  counsel.  What  was  ex- 
periment one  hundred  years  ago  is  experiment  still. 
That  which  was  conjecture  then,  is  uncertainty 
now.  Teachers  have  had  no  communication  with 
each  other, — no  exchange  of  views  and  sentiments, 
— no  mutual  aid  ;  each  one  has  toiled  alone ;  each 
teacher's  practical  knowledge  has  been  buried  with 
him — silence  rests  upon  their  tombs,  and  they 
speak  not. 

If  instruction  were  made  a  profession,  teachers 
would  feel  a  sympathy  for  each  other.  Members 
of  the  same  profession  become  attached  by  a  sinH- 
larity  of  efforts  and  views ;  and  thus  the  self-deny- 
ing life  of  a  teacher  would  becomo  social.  He 
would  feel  that  not  only  his  own  honour,  but  the 
honour  of  all  his  professional  brethren,  and  the 
respectability  of  the   profession  itself,  depended 


jM  district  school. 

upon  a  faithful,  conscientious  discharge  of  his  du- 
ties. He  would  feel  that  this  united  effort  for  the 
honour  and  usefulness  of  his  profession,  demanded 
something  from  him ;  and  he  would  act  as  if  he  had 
pledged  something.  This  great  united  effort,  this  ex- 
tensive communication  of  sentiments,  would  make 
the  teacher  feel  that  the  eyes  of  the  world  were  upon 
him.  He  would  feel  that  he  had  an  audience,  and 
that  he  had  competitors.  He  would  see  that  there 
was  distinction  to  be  gained — that  he  might  be 
known  and  honoured. 

Unknown  or  disrespected  as  he  now  is,  he  is 
conscious  of  excellences  unappreciated,  or  de- 
ficiencies unobserved.  He  compares  himself  with 
his  school,  and  he  is  proud  of  his  high  attainments  ; 
he  sees  iiimself  the  oracle  of  the  little  world  he 
moves  in,  and  believes  that  to  know  more  would 
be  useless.  The  intimacy  that  the  transactions  of 
a  united  body  of  men  would  give  him  with  other 
teachers,  would  give  him  honour  for  his  excel- 
lences, or  dishonour  for  his  deficiencies.  The 
learning  he  would  meet  with  would  lessen  the  high 
opinion  he  had  conceived  of  his  own;  and  the  united 
intelligence  of  all  would  make  him  perceive  that 
more  might  be  learned. 

A  united  body  of  men  command  attention  and 
receive  respoot — -fnr  they  have  power.  The  defer- 
ence that  is  paid  to  the  whole  is,  in  part,  trans- 
ferred to  each  individual.  In  the  eye  of  the  world, 
the  limited  knowledge  of  any  one  of  the  individual 
parts  is  enlarged  when  seen  in  connexion  with 


DISTRICT   SCHOOL. 


the  whole.  We  say,  then,  again,  let  teaching  be 
made  a  Profession  ;  and  let  teachers  be  united  for 
their  mutual  improvement,  and  for  the  respectability 
and  usefulness  of  their  honourable  Profession. 


SECTION  VII. 

THE    GOVERNMENT   AND    DISCIPLINE    OF  A   SCHOOL. 

A  TEACHER  who  lovcs  his  school,  and  addresses 
his  pupils  with  a  smiling  countenance  and  a  pleas- 
ant tone  of  voice,  exerts  a  much  happier  influence 
than  he  does  who  governs  by  blows  and  punish- 
ments. He  who  allures  his  pupils  into  rectitude 
and  industry  by  an  agreeable,  winning  address, 
holds  a  very  different  relation  to  them  than  he 
would  have  by  exciting  fear  and  using  severity. 
It  is  the  influence  obtained  over  pupils  by  kindness 
and  sympathy  that  produces  the  highest  kind  of 
obedience.  It  is  a  government  of  goodness  and  of 
affection  that  disciplines  the  moral  feelings  of 
the  subjects;  and  it  is  the  lively  interest  and 
tenderness  felt  by  a  teacher  for  the  happiness 
and  improvement  of  his  pupils  which  exert  that 
kind  of  influence  that  is  constantly  carrying 
on  a  moral  discipline.  A  teacher  who  has  the 
confidence  and  love  of  his  scholars  may  almost,  if 


WB  DISTRICT    SCHOOL. 

not  entirely,  dispense  with  his  "rules"  and  his 
"  ferules ;"  his  govennment  is  a  moral  one ;  one 
that  fulfils  the  law  without  seeing  or  knowing  it. 
A  love  of  doing  right,  because  it  is  right,  is  the 
motive  of  obedience  ;  and  the  ability  and  habit  of 
governing  themselves  are  soon  acquired,  and  the 
regulations  of  the  teacher  are  no  longer  necessary. 
Every  one  now  feels  that  his  progress  and  reputa- 
tion depend  upon  his  own  exertions,  and  his  own 
moral  discernment  in  perceiving  and  doing  what 
is  right- 
Scholars  who  are  taught  and  trained  in  this 
manner  govern  themselves.  The  teacher's  au- 
thority is  superseded  by  the  love  of  right ;  his  busi- 
ness now  is  t^  improve  the  mind ;  their  conduct, 
the  pupils  take  care  of  themselves.  This  is  the 
result  of  moral  discipline ;  and  this  should  be  the 
government  and  discipline  of  every  school. 

The  very  end  and  object  of  all  government  should 
he  to  make  men  govern  themselves.  Just  so  far  as 
government  falls  short  in  producing  this  effect,  it 
is  defective.  Laws  should  so  command  what  is 
right,  and  forbid  what  is  wrong,  as  to  give  a  moral 
discernment  of  that  course  of  conduct  which  leads 
to  the  happiness  of  the  individual.  Thus,  the  right 
way  being  perceived,  and  the  individual  being 
conscious  that  this  way  produces  the  greatest 
amount  of  happiness,  the  laws  which  first-  gave 
this  perception,  and  pointed  out  this  way,  are  in  a 
great  measure  useless  and  set  aside.  The  indi- 
vidual now  governs  himself:  and  this  should  be 


DISTKICT    SCHOOI..  IV 

the  end  of  law,  whether  national,  municipal,  or  that 
which  is  made  for  the  school-room. 

A  teacher,  instead  of  enforcing  the  olbservance 
of  his  laws,  should  be  labouring  to  make  his  pupils 
urlderstand  what  is  right  and  what  is  wrong,  and 
the  certain  consequences  of  doing  right,  and  the 
natural  and  inevitable  consequences  of  doing 
wrong;  in  other  words,  there  should  be  such  a 
moral  discipline  going  on,  that  the  pupils  will  soon 
be  capable  and  desirous  of  governing  themselves. 
Each  scholar,  then,  will  not  only  be  jealous  of  his 
own  good  conduct,  but  of  the  good  conduct  of  each 
member  of  the  school.  Each  scholar  will  feel  a 
lively  interest  in  the  order  and  operations  of  the 
school.  He  will  become  a  part  of  the  whole,  and 
will  feel  the  same  general  interest  that  the  teacher 
feels.  This  interest  the  teacher  should  always 
secure.  It  will  make  his  government  easy  and 
popular. 

A  teacher  should  govern  his  scholars  as  rational 
and  moral  beings.  They  are  as  capable  of  per- 
ceiving a  distinction  between  truth  and  falsehood, 
and  right  and  wrong,  as  he  is — perhaps  more  so. 
After  we  have  lived  in  this  world  of  error  and 
prejudice  twenty  or  thirty  years,  our  moral  and 
intellectual  powers  are  apt  to  become  disordered, 
and  deceive  us.  But  a  child  is  fresh  from  that 
Hand  which  has  written  the  law  of  truth  upon  the 
heart;  that  has  made  him  capable  of  discerning 
between  good  and  evil;  and  between  merit  and 
demerit. 

I 


©•  DISTRICT    SCHOOI,. 

You,  as  a  teacher,  are  unfolding  their  mental 
powers,  that  they  may  reason  and  reflect :  then 
give  them  an  opportunity  of  exercising  this  reason, 
and  of  making  reflections  upon  their  actions  and 
upon  what  they  learn.  Let  them  commence  this 
"Work  with  you,  and  make  some  use  of  your  instruc- 
tions. Do  not  teach  them  that  they  are  made  to 
think  and  reflect,  and  at  the  same  time  treat  them 
as  though  they  were  machines,  unable  to  think 
or  reason.  Let  your  scholars  see  that  you  believe 
they  have  such  powers,  in  the  exerpise  of  which 
you  tell  them  their  chief  dignity  consists.  Let  the 
force  of  their  desires,  appetites,  and  passions  be  con- 
trolled by  their  reason  while  they  remain  with  you, 
that  they  may  be  under  the  same  control  when  the 
pupil  is  left  to  take  care  of  himself. 

Why  are  children  so  volatile,  and  obdurate,  and 
dull,  and  fuUof  mischief  ?  Is  it  not,  in  some  mea- 
sure, because  all  natural  and  lawful  exercise  of 
the  mind  is  denied  them?  Their  minds  will  be 
active,  and  if  they  are  not  permitted  to  reason, 
they  will  study  to  evade  ;  if  they  are  not  permitted 
to  see  the  justness  of  your  command,  is  it  strange 
that  they  should  be  obdurate  ?  Many  of  your 
pupils  will  have  mature  judgments,  and  all  of  them 
unsophisticated  ones ;  and  on  matters  within  the 
scope  of  these  understandings  you  should  appeal 
to  them  for  decisions.  I  know  that  with  some 
scholars  you  must  use  ^rc« ;  but,  in  the  first  place, 
try  the  influence  of  persuasion  and  reason.  I  am 
aware  that  it  is  much  easier  and  quicker  to  give  a 


WSTKICT    SCHOOL,.  Hft 

blow  than  a  reason ;  but  one  reason  may  secure 
longer  obedience  than  five  hundred  blows.  A 
government  of  force  exists  only  where  the  eye  of 
the  teacher  is  resting.  A  government  of  reason 
is  always  looking  at  the  children,  and  they  at  it. 
True  it  is,  that  the  teacher  must  have  authority ; 
he  is  the  governor  of  his  little  republic,  and  must 
be  obeyed.  But  as  far  as  reason  can  transfer  this 
authority  to  the  scholars,  the  teacher  should  be 
willing  to  relinquish  it^  it  will  govern  for  him. 

Punishments  will  sometimes  be  found  necessary. 
But  severe  punishments  should  be  used  with  great 
care.  They  should  have  peculiar  reference  to  the 
character  of  the  pupil,  so  as  not  to  awaken  a  spirit 
of  bitterness  or  defiance,  or  dislike  to  study.  I 
think  that  punishments,  as  much  as  possible,  should 
be  mental  instead  of  being  corporal. 

But  whenever  they  are  necessary,  and  whatever 
kind  may  be  inflicted,  they  should  answer  their  end. 
The  end  of  punishment  should  be  to  prevent  a 
repetition  of  the  offence  ;  but  the  kind  and  degree 
of  punishment  that  is  generally  awarded,  and  the 
manner  in  which  it  is  usually  inflicted,  come  far 
short  of  securing  this  end.  The  only  effect  of 
punishment,  in  too  many  cases,  is  the  excitement 
of  the  bad  passions  of  the  pupil.  And  when  such 
passions  are  frequently  inflamed,  the  character  is 
forming,  and  becoming  fixed,  under  the  most  un- 
happy circumstances.  1  believe  that  much  of  the 
malignity  of  men  has  its  origin  in  the  injudicious 
punishment  of  children.     When  the  teacher  finds 


100  DISTRICT   SCHOOL. 

it  necessary  to  correct  a  scholar,  he  should  exer- 
cise his  j-udgment  in  determining  the  nature  and 
the  degree  of  punishment  which  the  peculiarities 
of  the  individual  require ;  he  should  likewise  ad- 
minister it  in  that  manner  which  the  nature  of  the 
offence,  and  an  intimate  knowledge  of  the  charac- 
ter of  the  offender,  may  seem  to  prescribe.  There 
is  at  present  a  great  deal  of  corporal  punishment 
in  our  district  schools ;  and  I  am  afraid  that  but 
very  little  of  it  answers  the  end  for  which  it  should 
be  given.  The  fear  of  doing  wrong  for  the  time, 
and  hatred  to  the  teacher  and  the  school,  are,  too 
frequently,  the  results  of  corporal  punishments ; 
and  I  think  that  teachers  should  consider  this  part 
of  school  government  with  more  care  than  they 
have  hitherto  done. 

Punishments  should  seldom,  if  ever,  be  inflicted 
before  the  school.  The  fear  of  being  laughed  at, 
or  called  a  fellow  of  "  no  spunk,"  will  prevent  the 
criminal  from  yielding  as  soon  as  he  would  other- 
wise do  if  this  pride  was  not  touched  by  the  pres- 
ence of  his  associates.  When  the  criminal  is  ar- 
raigned before  the  school,  he  will  be  less  inclined 
to  confess  his  fault  and  ask  the  forgiveness  of  the 
teacher.  There  should  be  no  check  upon  the 
child's  disposition  to  yield  or  to  make  confession ; 
on  the  contrary,  all  the  circumstances  should  favour 
this  disposition.  The  teacher  should  take  the 
offenders  aside,  where  they  may  be  unseen  and 
unheard,  and  then  show  his  pupils  the  nature  of 
the  offence,  its  consequences  upon  the  school  and 


DISTRICT   SCHOOL.  IM 

upon  its  author.  If  he  finds  punishment  neces- 
sary, he  should  administer  it  with  calmness  and 
affection  ^  convincing  the  pupil  that  he  is  pained 
because  his  teacher  loves  hini. 

Crimes  which  are  common  to  many  of  the  scho- 
lars should  be  made  known  and  corrected  before 
the  school.  Such  as  the  use  of  profane  language, 
lying,  <juarrelling,  and  disrespect.  These  crimes 
the  teacher  should  publicly  reprimand.  The  pub- 
lic opinion  should  regard  them  in  such  a  light,  that 
they  would  be  at  all  times,  and  in  all  places,  the 
greatest  disgrace  to  their  authors.  The  teacher 
should  frequently  describe  that  conduct  which  en- 
sures happiness  and  esteem,  and  the  opposite, 
which  brings  misery  and  disgrace.  He  should 
show  the  scholars  the  effect  of  habit, — the  influence 
it  has  in  prompting  them  to  right  or  wrong  ac- 
tions. He  should  tell  his  pupils,  that  the  best  way 
to  find  out  what  they  will  be  is  to  inquire  what 
they  are  now, — that  their  conduct,  by  the  time 
they  are  twenty  years  old,  will  have  fixed  their 
character  for  life.  Instructions  of  this  kind  from 
the  teacher  are  very  desirable ;  yes,  I  may  say, 
absolutely  necessary. 

The  teacher  should  show  his  scholars  that  he  is 
acting  under  moral  obligations — that  he  is  gov- 
erned by  just  laws,  and  that  he  feels  and  wishes  to 
do  his  duty.  This  will  secure  him  obedience  and 
respect ;  it  will  make  the  scholars  unwilling  to 
injure  his  feelings,  or  give  him  any  unnecessary 
trouble.  The  government  should  be  impartial, 
12 


102  DISTRICT    SCHOOL. 

The  larger  scholars  of  the  school  rendering  the 
same  obedience  that  is  required  of  the  smaller 
ones  ;  the  dull  and  the  backward  receiving  the 
same  attention  that  is  given  to  the  sprightly  and 
more  advanced.  The  children  of  those  parents 
who  are  in  humble  circumstances  put  upon  the 
same  equality  with  the  more  favoured.  Justice 
and  impartiality  appearing  in  whatever  the  teacher 
says  or  does.  This  will  secure  the  friendship  of 
all,  and  prevent  those  complaints,  dissatisfactions, 
and  divisions  which  are  now  so  common  in  our 
district  schools. 

A  teacher  should  have  the  same  government 
over  himself  out  of  school,  that  he  has  in  school. 
I  have  seen  many  teachers  lose  all  respect  from 
their  pupils  by  frivolous,  improper  conduct  while 
out  of  school.  This  is  to  be  lamented  by  all.  In- 
consistency of  character  always  destroys  a  man's 
influence ;  and  no  one  will  see  it  sooner  than  a 
scholar  when  exhibited  in  his  teacher.  The 
scholar  has  been  convicted  of  impropriety,  and 
will  be  on  the  watch  to  detect  the  same  fault  in 
his  teacher.  This  should  make  teachers  more 
circumspect.  They  may  have  a  wise  government 
in  school,  but  counteract  all  its  influence  by  their 
boyish  or  unjust  conduct  while  out. 

The  government  of  a  school  should  be  regular 
and  systematical.  Children  love  system.  They 
are  delighted  with  order  and  regularity ;  and  the 
benefit  of  the  school  will  depend  upon  the  teacher's 
having  a  time  for  every  thing,  and  every  thing  in 


DISTRICT   SCHOOL.  103 

its  time.  Every  scholar,  also,  should  have  his 
place,  and  every  one  should  be  in  his  place.  By 
such  arrangements,  the  instrncter  will  accomplish 
more  in  ten  minutes  than  he  could  in  an  hour 
without  system.  The  government  in  our  district 
schools  is  not  as  systematical  as  it  ought  to  be ; 
many  of  them  are  miserably  deficient  in  this  im- 
portant part.  There  are  two  reasons  which  ap- 
pear to  be  the  main  ones.  The  first  is,  in  such  a 
changing,  discordant  scene,  it  is  difficult  to  establish 
and  sustain  order  and  system  ;  and  in  the  second 
place,  the  most  of  teachers  have  but  very  little  sys- 
tem in  their  own  thoughts  and  life.  But  I  know  of 
no  other  employment  where  the  want  of  order  and 
system  is  productive  of  so  much  injury,  as  it  is 
in  the  government  of  a  school.  Nothing,  or  next 
to  nothing,  can  be  done  without  them.  They 
only  can  prevent  confusion  and  so  much  needless 
waste  of  time. 

The  teachers  should  never  threaten.  As  soon 
as  you  threaten  you  commit  yourself.  You  can- 
not exercise  your  judgment  in  the  next  offence,  but 
you  must  punish,  let  the  circumstances  be  what 
they  may.  By  scolding,  you  show  your  weakness  ; 
and  by  threatening,  your  injustice  to  the  present, 
and  your  slavery  to  the  future. 

How  seldom  are  threats  executed !  The  teacher 
does  not  mean  to  execute  them  at  the  time  he 
foolishly  makes  them.  He  makes  them  to  frighten 
for  a  moment,  but  not  to  remember  them.  But  is 
not  this  something  more  than  a  white  lie  ?     Is  it 


104  DISTRICT   SCHOOL. 

not  the  very  worst  example  for  children,  who  are 
generally  so  prone  to  tell  what  is  not  true  ?  More 
care,  much  more  should  be  used  by  teachers  in 
this  part  of  their  conduct  and  government. 

A  government  should  not  be  severe  at  one  time, 
and  lax  at  another.  A  teacher  is  very  apt  to 
govern  as  he  happens  to  feel.  If  he  is  a  little  un- 
well, or  has  met  with  some  unpleasant  circum- 
stance, he  is  inclined  to  be  hasty  and  severe ;  he 
does  not  make  those  allowances  which  he  does  at 
other  times,  and  works  oiT  the  bad  humour,  which 
has  been  caused  by  something  foreign  to  the  school, 
on  some  little  offence  of  one  of  the  scholars.  This 
capriciousness  renders  his  government  unpopular, 
and  makes  the  pupils  suppose  that  their  punish- 
ment is  bad  fortune  instead  of  justice.  They  will 
not  be  willing  to  submit  to  his  freakish  authority, 
but  will  be  more  inclined  to  dispute  than  to  obey. 
A  government  should  always  be  uniform. 

Teachers  in  their  government  should  exercise 
much  charity.  They  should,  indeed,  have  that 
charity  "  which  suffereth  long,  and  is  kind,"  and 
"  which  is  not  easily  provoked."  They  will  meet 
with  many  unpleasant  scenes — with  many  provok- 
ing things  ;  but  they  must  learn  to  forgive,  and  at 
the  same  time  to  reprove  with  firmness,  yet  in  love. 

The  government  and  discipline  of  a  school  should 
have  particular  regard  to  the  manners  of  the 
scholars.  Very  little  attention  is  given  in  our 
district  schools  to  this  important  part  of  education. 
I  say  important,  for  manners  are  something  with 


DISTRICT    SCHOOL.  105 

all,  and  every  thing  with  some.  I  must  say,  and 
it  is  with  reluctance,  that  the  American  people, 
especially  the  labouring  classes,  have  too  great  a  dis- 
regard (may  I  not  almost  say  contempt)  for  what  is 
called  "  politeness."  As  soon  as  this  word  is  men- 
tioned to  some,  especially  in  the  country,  hypoc- 
risy, affectation,  and  hollow  civility  dance  in  their 
fancy,  and  they  immediately  suppose  that  every 
one  who  is  polite  is  insincere,  a  dandy,  and  a 
fellow  of  great  pretensions  without  the  least  worth. 
They  think  that  politeness  and  honesty  can  never 
be  united ;  and  have  suspicions  of  every  one  who 
is  not  as  rough  and  blunt  as  they  are.  Hence, 
they  take  no  pains  to  improve  their  own  manners, 
or  to  correct  the  indecencies  and  clownishness  of 
their  children  or  associates.  The  manners  and 
address  of  the  teacher  never  undergo  inspec- 
tion ;  they  are  probably  never  thought  of,  unless 
they  are  a  little  cultivated,  and  then,  perhaps,  they 
are  set  down  to  his  disadvantage.  This  is  not 
always  so,  but  it  is  too  often.  We,  as  a  people, 
have  too  much  selfishness,  too  much  social  inde- 
pendence. We  are  too  indifferent  to  those  little 
things  and  decencies  upon  which  the  most  of  our 
happiness  is  placed.  In  our  intercourse  with  each 
other,  there  are  a  thousand  attentions  and  civilities 
which  greatly  increase  our  enjoyment,  and  which 
cost  us  neither  time  nor  money.  This  all  know, 
and  all  acknowledge  ;  and  it  is  to  be  regretted 
that  so  little  attention  is  paid  to  the  manners  of  the 
children  in  our  district  schools.     It  is  true,  they 


106  DISTRICT   SCHOOL. 

are  taught,  in  some  places,  to  pull  off  their  hats, 
and  to  pitch  the  head  towards  the  ground  when  a 
neighbour  or  a  stranger  passes  or  enters  the  school. 
And  this  is  the  whole  amount  of  their  instructions. 
If  they  obey  orders  in  this,  by  making  preparation 
for  some  time  before  the  traveller  comes  up,  and  by 
repeating  the  bow  or  courtesy  three  or  four  times, 
they  have  learned  sufficient,  and  are  looked  upon 
as  '*  patterns  of  politeness."  CJiastity  of  thought 
and  language,  and  graceful  manners,  are  seldom 
required.  It  is  painful  in  the  extreme  to  witness 
the  uncouthness  and  vulgarity  which  is  licensed 
by  some  teachers  ;  for,  to  be  silent  on  the  subject 
gives  a  license.  I  know  that  there  are  many 
teachers  who  are  honourable  exceptions,  and  I 
wish  there  were  more.  A  proper  degree  of  atten- 
tion to  the  convenience  and  happiness  of  others 
is  no  small  virtue.  It  is  a  duty  which  is  binding 
on  all. 

Teachers  should  strive  to  make  their  pupils 
agreeable  companions,  pleasing  in  their  address, 
and  courteous  in  their  conversation.  They  should 
be  careful  to  see  that  the  intercourse  of  their  pupils, 
while  at  school,  is  of  this  character.  If  such  a 
habit  is  formed  there,  it  will  be  natural  and  easy 
for  them  to  be  so  when  away  from  school.  The 
teacher  may  do  much  in  this  branch  of  his  duty  by 
watching  over  his  own  manners  and  feelings.  The 
children  will  naturally  copy  from  him.  What  I 
have  said  on  this  subject  is  well  meant,  and  I  trust 
it  will  be  as  well  received. 


DISTRICT   SCHOOL.  '10f* 

tH^Teachers  also  may  pay  more  attention  to  the 
language  which  their  scholars  use.  Wrong  pro- 
nunciation and  bad  grammar  appear  in  almost 
every  sentence.  Teachers  should  notice  this,  and 
correct  whatever  may  be  wrong  or  inelegant. 
The  scholars  should  be  taught  to  express  them- 
selves with  propriety  and  elegance.  It  will  greatly 
assist  them  in  thinking  correctly  and  forcibly,  and 
it  will  prevent  them  from  being  misunderstood. 


•  SECTION  VIII. 

THE    RESPONSIBILITY    OF    TEACHERS. 

Among  all  the  offices  and  stations  which  men 
are  called  to  fill  in  society,  there  is  no  one  that  brings 
greater  responsibility  than  the  teacher's.  If  we 
consider  the  qualifications  which  are  requisite  from 
the  nature  and  difficulties  of  his  employment,  or 
the  effect  of  the  impressions  and  principles  which 
the  scholars  will  receive  from  the  teacher,  we  shall 
look  upon  his  office  as  connected  with  the  most 
fearful  accountability.  The  teacher  is  placed  with 
immortal  beings,  who  have  just  commenced  their 
existence,  and  who  have  neither  the  warnings  of 
experience. nor  the  restraints  of  judgment ;  but 
are  rushing  forward,  reckless  and   susceptible,  at 


DISTRICT    SCHOOL. 

the  mercy  of  the  various  causes  and  influences 
which  they  are  daily  under.  Their  ignorance 
must  be  instructed,  their  mental  faculties  developed, 
and  those  opinions  and  principles  inculcated  which 
will  fix  the  character  for  life.  The  pliable  natures 
of  children  are  moulded  and  shaped  by  their  edu- 
cation ;  and  this  is  committed  to  the  care  of  the 
schoolmaster.  I  believe  that  instructors  seldom 
reflect  upon  the  extent  and  nature  of  their  influ- 
ence with  the  susceptible  minds  of  their  pupils. 
They  frequently  assume  the  office  of  teaching 
with  no  other  consideration  than  that  the  employ- 
ment will  be  less  arduous  than  some  other  avoca- 
tion, which  otherwise  would  be  more  agreeable 
to  their  feelings.  They  perceive  not  the  effect 
which  all  their  feelings,  opinions,  and  actions  will 
have  upon  minds  which  are  growing  into  character, 
and  which  will  soon  be  placed  where  they  will 
act  upon  other  minds. 

Not  reflecting  upon  the  lasting  and  controlling 
influence  of  their  example  and  instructions,  they 
do  not  see  or  feel  the  responsibility  of  their  station. 
Thus  they  form  and  fix  the  characters  of  rational 
and  immortal  beings  with  as  much  indifference  as 
they  would  manifest  in  raising  food  for  the  body 
that  will  quickly  return  to  dust,  or  in  manufactur- 
ing an  article  of  clothing  that  is  goon  to  perish 
with  the  usage.  From  the  present .  and  unending 
consequences  of  acting  upon  the  young  and  pliant 
mind,  I  can  think  of  no  one  who  should. have  closer 
or  more  serious  self-inspection  than  the  teacher. 


DISTRICT    SCHOOL.  109 

Yet,  how  often  do  we  meet  with  teachers  as  igno- 
rant of  themselves  as  they  are  of  their  business! 
They  have  supposed  teaching  to  be  an  easy  task, 
because  they  saw  not  its  duties  and  obligations. 
They  rashly  and  fearlessly  offered  themselves  as 
members  of  the  most  difficult  and  responsible  of  all 
professions  (for  that  which  forms  the  characters  of 
men  is  such),  because  they  neither  understood 
themselves,  nor  saw  the  momentous  relations 
which  exist  between  teacher  and  scholar.  Let 
candidates,  then,  for  this  profession,  reflect  upon  the 
influential  and  accountable  nature  of  the  teacher's 
office  ;  let  them  learn  beforehand  something  of  its 
labours,  difficulties,  and  fearful  responsibilities. 
Teaching,  then,  will  not  be  chosen  to  gratify 
a  feeling  of  indolence,  nor  undertaken  without 
some  distrust  in  present  qualifications,  accom- 
panied with  a  hearty  desire  for  further  improve- 
ment. 

The  responsibility  of  a  teacher  is  increased  by  an 
original  principle  in  children  to  imitate.  Children 
delight  in  every  species  of  imitation,  and  by  it  they 
make  their  first  acquisitions.  A  change  in  the 
countenance  of  the  teacher  will  be  imitated  by  the 
scholars.  If  he  laughs,  so  will  they  ;  if  the  teacher 
yawns  and  mopes,  so  will  the  scholars.  From  this 
strong  and  universal  principle  to  imitate,  even  the 
teacher's  gait,  and  pronunciation,  and  address,  will 
be  closely  copied  by  his  pupils.  It  was  said  by  one 
who  had  closely  read  many  pages  in  the  book  of 
human  nature, that  "Either  wise  bearing  or  ignorant 
K 


110  DISTRICT   SCHOOL. 

carriage  is  caught,  as  men  take  diseases,  one  of 
another ;  therefore  let  men  take  heed  to  their  com- 
pany." While  the  organs  of  the  body  are  pliable, 
and  the  muscles  are  flexible,  we  would  say,  let 
parents  take  heed  to  their  child/  en's  tutors. 

This  proneness  or  propensity  to  imitate  is  so 
strong  in  children,  that  they  always  have  the  pecu- 
liarities of  their  associates.  And  whose  manners 
and  habits  are  so  constantly  before  them  as  the 
teacher's  ?  Thus  the  teacher  is  giving  character 
to  his  scholars  by  his  every  look  and  action.  He 
is  not  only  responsible  for  what  he  teaches,  but  for 
every  emotion  of  the  mind  and  movement  of  the 
body.  The  sympathetic  nature  of  emotions  and 
passions  is  such,  that  the  teacher's  feelings  will,  in  a 
measure,  become  the  feelings  of  his  scholars.  If 
he  is  uncouth  in  his  appearance,  awkward  in  his 
address,  and  of  an  ill-natured  and  fretful  disposition, 
his  scholars,  to  a  great  extent,  will  resemble  him  ; 
and  on  the  other  hand,  if  he  is  easy  in  his  manners, 
calm,  generous,  and  noble  in  his  disposition,  his 
scholars  will  insensibly  imitate  these  desirable 
qualities.  Whatever  the  teacher  may  be,  he  will 
give  his  own  character  to  his  pupils.  Scholars 
always  look  up  to  the  teacher  as  their  model.  To 
them,  whatever  has  the  teacher's  approval  is 
right.  He  is  their  criterion  and  their  example. 
How  wonderfully  does  this  reverence,  and  this 
proneness  to  imitate,  increase  the  teacher's  respon- 
gibility. 

This  principle  of  imitating  the  conduct  and  man- 


I 


DISTRICT   SCHOOL.  Ill 

ners  of  others  was  implanted  for  wise  purposes, 
and  may  be  turned  to  a  good  account.  Says 
Dugald  Stewart,  "  How  many  are  the  accomplish- 
ments which  children  might  acquire  insensibly  by 
imitation,  merely  from  the  habitual  sight  of  good 
models,  and  which  may  thus  be  rendered  to  them 
a  second  nature,  instead  of  consuming  their  time 
afterwards  as  arts  which  are  to  be  systematically 
studied  !  Of  this  kind,  manifestly,  is  every  thing 
connected  with  grace,  both  in  utterance  and  in 
gesture ;  attainments  which  become  altogether  im- 
possible, when  their  place  has  once  been  occupied 
by  perverse  habits,  caught  from  the  contagion  of 
early  example,  and  too  deeply  rooted  in  the  frame 
to  be  eradicated  afterwards  by  any  speculative 
conviction  of  the  ridicule  attending  them." 

Not  only  are  bad  manners  caught  from  others, 
which  cost  us  much  time  and  expense  to  lay  aside, 
but  so  ready  are  we  to  do  what  others  do,  that  I 
think  it  will  not  be  extravagant  to  say,  that  bad 
example  has  been  the  cause  of  as  much  evil  in  this 
world  as  depravity  itself.  We  know  that  most  of 
the  knowledge  which  children  possess  is  ac- 
quired by  imitating ;  while  young,  they  learn  but 
little  from  precept.  Authority  and  imitation  are 
the  two  great  educators  of  every  people.  Thus 
every  one  who  associates  with  children,  as  well  as 
teachers,  should  be  careful  to  give  their  authority 
to  such  things  only  as  are  wise,  just,  and  good,  and 
at  the  same  time  to  lead  lives  which  will  make 
good  models  for  the  young  to  imitate.     Parents, 


112  DISTRICT    SCHOOL. 

and  teachers,  and  every  adult  person,  have  more 
influence  upon  children  by  example  than  they 
commonly  suppose.  For  this  reason  I  have  said 
more  on  the  principle  of  imitation  than  some  may 
think  necessary. 

Teachers  are  under  a  high  responsibility,  since 
to  them  parents  have  committed  the  education  of 
their  children.  They  have  voluntarily  undertaken 
to  assist  parents  in  one  of  their  most  important 
duties,  and  the  parent  has  confided  a  trust  in  them 
of  the  highest  nature.  Parents  have  incurred  con- 
siderable expense  in  furnishing  the  means  for  their 
children's  education  ;  and  these  means  they  have 
placed  in  the  hands  of  the  teacher.  Whatever 
these  means  may  be,  the  teacher  promises  to  use 
them  for  the  best  interest  of  his  scholars.  Faith- 
fulness here  is  expected  from  the  employers,  as 
well  as  promised  by  the  instructor.  Industry, 
honesty,  and  a  good  judgment,  are  all  requisite  to 
make  a  full  and  faithful  discharge  of  this  engage- 
ment. Parents  make  many  sacrifices  that  their 
children  may  receive  an  education  ;  they  wish 
them  to  become  intelligent  and  respectable ;  and 
they  feel  a  high  interest  in  the  improvement  of 
their  minds  and  morals.  But  the  benefit  of  the 
advantages  which  they  give  their  children,  and  the 
realization  of  their  wishes,  depend,  in  a  great 
measure,  upon  the  manner  in  which  the  teacher 
performs  what  is  justly  expected  from  him.  So 
far  as  he  has  the  opportunity  of  preparing  the  child 
to  meet  the  parent's*  hopes,  he  is  bound  to  do  it  5 


niSTRICT    SCHOOL.  113 

and  while  the  children  are  with  him,  he  is  respon- 
sible for  the  manner  in  which  they  improve  their 
time. 

The  happiness  of  parents  depends  very  much 
upon  the  character  and  conduct  of  their  children. 
But  this  character  and  conduct  the  teacher  has 
taken  upon  himself  to  form  and  direct.  He  has 
said, — I  will  qualify  your  children,  as  far  as  the 
improvement  of  their  minds  and  the  effect  of  good 
morals  will  go,  to  be  not  only  skilful  in  their  future 
occupations,  but  to  be  dutiful  and  intelligent  mem- 
bers of  the  family.  Those  parents,  who  have  only 
been  privileged  with  a  limited  education,  and  who 
are  compelled  to  devote  all  their  time  to  obtain  a 
support  for  their  family,  are  obliged  to  trust  their 
children's  education  almost  entirely  with  the 
teacher.  Among  mechanics  and  agriculturists, 
children  receive  but  very  little  instruction  from 
their  parents.  They  are  sent  to  school  a  short 
time,  and  the  instructions  of  the  schoolmaster  are 
nearly  all  they  ever  receive.  How  deeply  respon- 
sible is  the  teacher,  when  the  parent  must  commit 
to  him  the  entire  education  of  his  children ! 

Again,  another  parent  watches  over  the  educa- 
tion of  his  children  with  the  deepest  solicitude. 
He  is  careful  to  check  every  evil  propensity ;  he 
is  anxious  that  his  children  imbibe  good  morals  and 
receive  good  principles,  and  he  brings  them  up  to 
do  justly,  to  love  each  other,  and  at  all  times  to 
render  strict  and  willing  obedience.  This  faithful 
parent  has  high  hopes  of  his  children,  for  they  ap- 
K2 


114  DISTRICT    SCHOOL. 

pear  promising;  and,  to  increase  their  advantages, 
he  sends  them  to  school.  Now  the  teacher,  in 
taking  the  care  of  these  children,  becomes  deeply 
accountable  to  the  parent.  It  is  the  teacher's  duty 
to  exercise  the  same  watchfulness  over  them  which 
they  receive  at  home,  lest  the  school  should  prove 
an  injury  to  them  instead  of  a  benefit.  He  must 
keep  a  close  eye  upon  their  habits,  and  upon  the 
influence  which  others  may  have  on  them.  This 
watchfulness  will  be  necessary,  that  the  new  associ- 
ates and  discipline  of  the  school  be  to  thetn  a  good, 
and  not  (as  they  are  too  often  with  children  who 
receive  this  attention  at  home)  an  evil.  In  every 
circumstance  the  teacher  is  deeply  responsible  to 
the  parent  for  the  manner  in  which  he  educates 
his  children. 

Society  expects  that  teachers  will  make  the  chil- 
dren and  youth  social,  honourable,  and  benevolent 
members.  From  this  just  and  reasonable  expecta- 
tion of  society,  there  is  resting  upon  teachers  a 
deep  responsibility.  The  relations  between  the 
more  aged  members  of  society  and  those  who 
have  the  care  and  education  of  the  rising  part,  are 
close,  and  of -tlie  highest  interest ;  for  the  strength 
and  respectability  of  any  community  rest  with 
the  intelligence  and  honesty  of  its  youth  ;  with 
their  virtue  and  industry  rest  its  happiness  and 
prosperity.  The  labours,  sacrifices,  and  virtues 
of  the  aged  and  middle-aged,  have  conferred  upon 
society  peace,  promise,  and  liberty ;  but  these 
blessings  must  now  be  entrusted  to  the  children 


DISTRICT   SCHOOL.  115 

and  youth  who  are  in  the  hands  and  under  the 
government  and  instruction  of  the  schoolmaster. 
How  deeply,  then,  do  the  teachers'  duties  affect 
the  interests  of  society !  How  responsible  are 
they,  who  have  the  care  of  those  who  are  not 
only  to  make  the  future  communities  of  the  land, 
but  who  will  either  sustain  or  destroy  the  honour 
and  happiness  of  their  fathers.  We  say,  then,  that 
teachers  are  highly  accountable  to  society  for  the 
manner  in  which  they  educate  its  youth.  The 
teacher  is  responsible  to  society,  not  only  from 
having  the  minds  and  morals  of  the  youth  under 
his  direction,  but  also  from  holding  a  station  so 
favourable  for  making  good  members  of  the  social 
community.  His  school  is  society  in  miniature. 
He  may  call  forth  and  train  all  the  feelings  and 
passions  which  will  be  requisite  to  make  good 
friends  and  neighbours  in  after-life.  Children, 
when  together,  exercise  the  same  selfish  or  social 
nature  that  they  will  manifest  in  a  more  advanced 
age ;  and  from  the  exercises  and  social  inter- 
course of  the  school,  he  may  prepare  them  for  the 
duties  and  social  intercourse  of  society.  This, 
certainly,  greatly  increases  his  obligations,  and, 
taken  in  connexion  with  his  influence  in  forming 
the  character,  must  place  the  teacher  in  a  relation 
to  society  that  is  one,  indeed,  of  high  responsibility. 
Teachers  are  responsible  to  their  country  for  the 
manner  in  which  they  educate  her  youth.  Men, 
generally  speaking,  are  good  or  bad  citizens,  ac- 


116  DISTRICT    SCHOOL. 

cording  to  the  kind  and  degree  of  education  which 
they  have  received  when  young.  The  faithful 
teacher,  who  makes  his  scholars  virtuous  and  in- 
telligent, fits  them  for  achieving  or  maintaining 
their  political  liberty;  but  he  who  neglects  their 
moral  and  mental  improvement,  or  inculcates 
wrong  principles,  is,  in  the  highest  sense  of  the 
word,  a  traitor  to  liberty.  I  know  of  no  one  so 
intimately  connected,  not  only  with  the  liberty  of 
this  nation,  but  with  the  liberty  of  a  world,  as  the 
teacher  of  American  youth.  With  him,  to  a  great 
extent,  rests  the  moral  and  political  freedom  of 
man.  In  what  a  responsible  relation  then  does  he 
stand  to  his  country.  He  is  forming  the  characters 
of  those  who  will  either  perpetuate  or  destroy  the 
free  institutions  of  the  land.  He  is  giving  that 
kind  of  education  that  will  cause  the  youth  of  the 
nation  to  respect  and  sustain  the  blessings  which 
our  fathers  have  conferred,  or  that  kind  that  will 
disrespect  the  legacy  which  was  obtained  by  their 
valour  and  their  blood.  The  light  and  defence  of 
cur  literary  institutions ;  the  strength  and  justice 
of  our  laws ;  the  sacredness  of  our  constitution, 
and  the  honour  and  greatness  of  our  country*s 
name,  call  upon  every  teacher  of  American  youth 
to  be  faithful  to  his  trust.  They  expect  from  him 
the  blessings  of  their  establishment,  and  the  con- 
tinuance of  their  existence.  The  school-houses  of 
a  nation  bestow  and  sustain  her  liberty  and  glory. 
Then,  how  responsible  are  teachers  to  their  coun- 


DISTRICT    SCHOOL.  IIT 

try,  when  to  them  she  has  committed  so  important 
a  trust.  The  American  people  have  founded  the 
temple  of  their  liberty  on  virtue  and  knowledge, 
and  this  foundation  they  expect  their  teachers  and 
ministers  to  lay.  If  they  are  wise  and  faithful,  the 
nation  has  nothing  to  fear ;  but  if  they  are  ignorant 
and  immoral,  American  freedom  will  fall. 

The  responsibility  of  teachers  is  great,  from  the 
consideration  that  they  will  give  character  to  future 
communities.  As  the  present  generation,  in  a  great 
measure,  determines  and  fixes  the  character  and 
destinies  of  the  generations  that  will  follow,  the 
influence  of  teachers  will  reach  beyond  the  present 
age ;  it  will  be  felt  on  the  coming  generations,  as 
they  .rise  up  one  after  the  other,  till  the  last  mo- 
ment of  time.  From  those  who  went  before  us 
we  received  our  national  reputation,  our  opinions, 
our  government,  and  our  religion ;  and  all  these 
were  from  the  teachers  of  our  fathers  ;  so,  from 
our  teachers  will  those  who  next  follow  receive 
their  moral  and  political  character.  He  who  acts 
upon  mind  takes  hold  of  the  future,  and  acts  upon 
eternity.  He  who  gives  shape  and  character  to 
one  mind,  goes  wherever  that  mind  goes,  acts 
wherever  that  mind  acts,  and  speaks  whenever 
that  mind  speaks.  How  accountable,  how  deeply 
responsible,  then,  are  those  who  educate  and  give 
character  to  youth  !  Teachers  should  think  of  the 
nature  of  what  they  are  called  to  superintend — the 
active  immortal  mind  i  and  they  should  reflect  on 


118  DISTRICT    SCHOOL. 

the  boundless  space  which  their  influence  must  go 
through. 

Again,  the  responsibility  of  teachers  is  seen  by 
reflecting  that  the  happiness  of  each  scholar,  in  a 
great  measure,  is  in  the  hands  of  the  instructer. 
The  Rev.  Samuel  R.  Hall  has  very  justly  said,  in 
his  incomparable  "Lectures  on  School-keeping," 
"  that  the  teacher  has  the  power  of  directing  his 
scholars  in  almost  any  path  he  chooses ;  you  may 
lead  them  to  form  habits  of  application  and  in- 
dustry, or,  by  neglecting  them,  permit  them  to 
form  those  of  idleness  and  indifference.  You  may 
win  them  either  to  a  love  of  learning  and  a  respect 
for  virtue ;  or,  by  your  negligence  and  unfaithful- 
ness, you  may  suffer  them  to  become  regardless  of 
both.  You  have  the  power  to  lead  them  to  a  culti- 
vation of  the  social  affections,  to  make  them  kind, 
benevolent,  and  humane  ;  or,  by  your  neglect,  they 
may  become  the  reverse  of  every  thing  that  is 
lovely,  amiable,  and  generous.  It  will  be  greatly 
in  your  power  to  assist  them  in  learning  to  make 
nice  distinctions  in  the  examination  of  moral  con- 
duct, and  to  govern  their  own  actions  accordingly ; 
or  you  may,  by  your  unfaithfulness,  suffer  them  to 
contract  the  habit  of  pursuing,  regardless  of  conse- 
quences, every  thing  they  desire,  and  opposing 
with  temper  every  thing  that  counteracts  their 
wishes." 

And  lastly,  how  responsible  are  teachers,  since 
their  influence  will  reach  into  the  world  "  that  is  to 
<iorm"     Whether  scholars,  when  they  are  called 


DISTRICT    SCHOOL.  119 

to  their  final  account,  shall  receive  the  rewards  of 
the  righteous  or  the  punishments  of  the  wicked, 
will  depend  very  much  upon  the  moral  and  reli- 
gious influence  of  their  teachers.  Instructers  not 
only  form  a  character  for  this  world,  and  one  that 
will  be  estimated  by  men,  but  likewise  a  character 
for  eternity,  and  one  that  will  be  estimated  by  a 
holy  and  a  righteous  God. 


SECTION  IX. 

THE    teacher's    COMPENSATIOX. 

The  labours  of  a  common  school  teacher  are 
arduous,  difficult,  and  responsible  ;  and  I  know  of 
no  individual  in  community  whose  services  are 
more  necessary  or  valuable  than  those  rendered 
by  a  faithful,  well-qualified  teacher.  Those  who 
admit  these  propositions  (and  we  think  every  re- 
flecting man  does)  agree  with  us,  that  labours  at 
once  so  trying  and  so  important  should  always  be 
well  rewarded.  But  are  teachers  adequately 
remunerated  ? — are  their  wages  such  as  to  en- 
courage young  men  to  qualify  themselves  for  teach- 
ing?— such  as  to  secure  men  who  will  make  the 
profession  of  teaching  honourable,  and  our  schools 
valuable  ?     We  say  they  are  not.     Capable,  faith- 


i 


120  DISTRICT   SCHOOL. 

ful  teachers  do  not  receive  a  sufficient  compensa- 
tion. The  common  school  teacher,  who  is  em- 
ployed for  twelve  successive  months,  does  not  re- 
ceive more  than  eleven  dollars  per  month.  There 
are  a  few  who  get  more  than  this  sum,  yet  many 
more  who  get  less.  Now  the  common  labourer, 
who  hires  himself  to  the  farmer  by  the  month,  gets 
as  much  as  the  teacher;  and  the  wages  of  the 
mechanic  are  double  the  wages  of  the  teacher.  It 
is  a  very  common  practice  with  young  men  who 
teach  during  the  winter,  to  labour  on  the  farm 
during  the  summer :  and  they  make  this  change 
because  the  summer  wages  of  the  farm  are  more 
than  the  wages  of  the  summer  school.  There  is 
no  employment  among  the  American  people  (what 
a  reproach  to  our  intelligence  and  our  affluence  !) 
which  receives  less  pay  than  elementary  teaching. 
Yes,  there  is  no  service  so  menial,  no  drudgery  so 
degrading,  which  does  not  receive  as  much  pay  as 
we  are  now  giving  for  that  which  is  the  life  of  our 
liberty,  and  the  guard  of  our  free  institutions.  Our 
leading  intelligent  citizens  have  perceived  this  fact, 
and  they  have  published  it,  and  have  done  much 
to  make  this  lamentable  truth  known  and  felt  by 
every  parent  and  guardian  in  this  republic ;  yet, 
but  few,  very  few  consider  it ;  for  even  now, 
many  honest  men  think  that  teachers  have  an 
easier  life,  are  better  paid,  and  better  treated  than 
any  other  labouring  class  in  the  community.  The 
great  majority  of  the  people  do  not  see  that  they 
give  no  extra  advantages  whatever  to  those  who 


I 


DISTRICT    SCHOOI..  t8I 

are  to  give  the  nation  its  education  and  its  charac- 
ter. A  young  man  cannot  afford  to  expend  one 
cent  in  making  preparation  to  teach  a  common 
school,  for  his  wages,  as  a  teacher,  will  be  no  more 
than  those  of  a  common  labourer.  All  that  he 
pays  for  knowledge  requisite  to  teach  a  school,  is 
lost,  in  a  pecuniary  point ;  for  if  he  did  not  know 
how  to  read,  his  mere  muscular  labour  would  de- 
mand as  high  wages  as  he  will  be  able  to  get,  after 
spending  two  or  three  years,  and  as  many  hundred 
dollars,  in  qualifying  himself  to  te  ich.  The  little 
compensation  which  parents  are  disposed  to  give 
their  teacher,  offers  no  inducement  to  young  men 
to  make  any  preparation  for  teaching.  The  conse- 
quence is,  that  a  great  number  of  our  school-houses 
are  furnished  with  incompetent  teachers.  The 
most  of  parents  perceive  that  their  teachers  are 
not  qualified  ;  and  they  complain  loudly  of  this 
deficiency  ;  but  they  seldom  perceive  t  n;  cause  of 
the  ignorance  and  inexperience  of  tea  ;hers.  They 
never  reflect  upon  the  necessary  expenses  which 
an  individual  must  incur  by  preparing  himself  to 
teach,  and  upon  their  own  unwillingness  to  pay  an 
adequate  compensation  to  those  who  are  quali- 
fied. Parents  cannot  reasonably  expect  excellence 
and  ability  if  they  are  unwilling  to  reward  such 
qualities.  If  they  are  disposed  to  pay  teachers  no 
more  than  t  ey  now  pay  them,  they  must  expect 
their  teachers  to  ave  the  deficiencies  which  they 
now  complain  of. 

But  few  parents   perceive  the  bad  effects  of 
L 


122  DISTRICT    SCHOOL. 

giving  low  wages  to  teachers.  The  evils  arising 
from  this  ill-judged  parsimony  are  numerous  and 
destructive.  It  prevents  young  men  from  obtain- 
ing proper  qualifications — it  makes  teachers  indif- 
ferent and  unfaithful  in  their  employment — it  makes 
them  dislike  their  business,  and  anxious  for  some 
other  occupation — it  puts  men  in  our  schools  who 
are  lazy  and  ignorant — it  makes  teaching  a  tem- 
porary business  for  a  few  idle  months,  and  it  makes 
the  teacher's  profession  low  and  disreputable. 
These  are  some  of  the  evils  which  make  our 
schools,  in  a  great  measure,  useless  to  what  they 
might  be,  and  which  arise  from  giving  teachers  too 
small  a  compensation. 

If  parents  would  give  teachers  a  higher  compen- 
sation, it  would  encourage  young  men  to  qualify 
themselves  for  instructing.  In  the  United  States 
men  pursue  science  and  literature  for  a  livelihood. 
There  are  but  very  few  whose  circumstances 
are  such  as  to  permit  them  to  seek  knowledge 
merely  to  gratify  a  love  of  letters.  The  most  are 
obliged  to  make  use  of  the  attainments  they  have 
made  as  a  means  to  give  them  a  support.  No 
one  will  improve  his  education  beyond  what  is  re- 
quired by  the  common  business  of  life,  unless  he 
knows  that  these  extra  acquisitions  will  be  the 
means,  hereafter,  of  giving  him  higher  wages  for 
his  services.  He  cannot  afford  it.  If  he  prepares 
himself  to  teach  others,  the  taught  must  be  willing 
to  pay  him  for  that  preparation  ;  for  these  previous 
expenses  will  not  be  incurred  unless  there  is  a 


DISTRICT    SCHOOL.  I9$r 

certainty  of  a  future  return.  If  the  wages  of 
teachers  were  higher,  the  candidates  for  this  pro- 
fession could  afford  to  make  a  proportionate  pre- 
paration for  this  office.  And  hence,  if  parents 
would  improve  the  character  and  usefulness  of 
their  schools,  they  must  be  willing  to  indemnify 
teachers  for  the  extra  expenses  necessarily  incurred 
by  making  suitable  attainments.  Young  men  will 
never  qualify  themselves  to  teach  until  they  see 
this  disposition  in  parents.  But  as  soon  as  a  good 
education  is  honoured  and  rewarded  in  a  teacher, 
acquisitions  extensive  and  suitable  will  be  made. 
Reward  the  profession  of  teaching  as  liberally  as 
we  do  the  profession  of  law  or  physic,  and  the 
teacher  will  be  as  liberal  in  his  preparation  as  the 
lawyer  or  the  physician.  If  we  have  poor  teachers, 
it  is  because  we  give  poor  pay  ;  and  if  we  would 
have  better  teachers,  we  must  pay  better.  Parents 
have  it  in  their  own  power,  as  we  trust  has  been 
clearly  shown,  to  raise  the  character  and  qualifi- 
cations of  teachers  ;  and  we  shall  now  show  that 
it  woulJ  be  for  the  parent's  advantage  to  do  so. 

In  the  first  place,  it  would  be  the  parent's  in- 
terest to  employ  qualified  teachers,  because  it  would 
save  tuition  money.  Parents  pay  more  money  for 
the  education  of  their  children  by  employing  in- 
competent teachers,  than  they  would  do,  by  em- 
ploying teachers  who  are  competent.  In  the 
affairs  of  life  parents  generally  perceive  that  the 
cheapest  article  is  commonly  the  dearest ;  and 
those  of  more  reflection  perceive  that  this  is  al- 


124  DISTRICT    SCIIOOIi. 

ways  the  case  in  the  article  of  teachers.  A  child, 
to  obtan  the  same  amount  of  knowledge,  must 
attend  to  the  instructions  of  a  poor  teacher  three 
times  as  long  as  would  be  necessary  with  a  good 
teacher.  Thus,  if  parents  do  give  but  little  to  the 
teacher,  they  pay  dearly  for  their  children's  instruc- 
tions. If  they  would  secure  the  services  of  a 
qualified  teacher,  by  giving  him  double  the  price 
of  present  wages,  their  school  tax  would  be  one- 
third  less  than  it  now  is.  We  think  it  is  clear, 
that  even  in  a  mere  pecuniary  point,  it  would  be 
for  the  interest  of  parents  to  give  a  suitable  com- 
pensation to  competent  instruciers. 

In  the  second  place,  qualified  teachers  would 
promote  the  parent's  interest  hy  saving  their  chil- 
dren's time.  Scholars  under  a  good  teacher  will 
be  as  far  advanced  at  fourteen  years  of  age  as  they 
will  be  at  twenty  under  a  poor  teacher.  The 
time  between  fourteen  and  twenty  could  be  spent 
in  learning  an  useful  trade,  or  in  assisting  the 
parent  in  the  maintenance  of  the  family.  When 
children  arrive  at  fourteen  years  of  age,  they  should 
begin  to  acquire  habits  of  industry  ;  and  at  this  age 
their  services  begin  to  be  of  considerable  value  to 
the  parent.  If  the  child  is  sent  to  school  at  a 
proper  age,  a  faithful,  qualified  teacher  will  have 
givcii  it  a  good  English  education  at  fourteen. 
The  child  is  then  prepared  to  engage  in  some 
useful  employment.  But  under  the  present  state 
of  things,  children  must  be  sent  to  school  more 
or  less  till  they  are  twenty,  and  then  have  but  a 


DISTRICT    SCHOOL. 


m 


I 


very  limited  education  ;  not  so  good  a  one  as  they 
might  have  at  fourteen  if  properly  instructed. 
Parents  do  not  perceive  the  time  which  is  lost  by 
employing  incapable  instructers.  The  time  which 
the  children  would  gain,  if  sent  to  a  proper  teacher 
while  young,  would  be  worth  much  more  than  the 
little  extra  expense  of  a  good  school.  Thus  it 
would  be  much  the  cheapest  for  parents  to  engage 
the  services  of  teachers  who  have  prepared  them- 
selves for  their  profession. 

In  the  third  place,  qualified  teachers,  who  would 
be  able  to  govern  correctly,  and  facilitate  the  pro- 
gress of  children,  ivould  save  the  parent  much  ex- 
pense in  books, paper,  maps,  slates,  <^c.  The  school 
stationary  of  a  large  family  amounts  to  a  consider- 
able item  in  the  course  of  a  year.  Parents  know 
that  these  incidental  expenses  are  quite  a  tax  ;  and 
every  one  would  be  glad  to  have  them  less.  Now, 
the  more  rapid  the  improvement  in  writing,  the 
smaller  the  quantity  of  paper,  pens,  and  ink,  which 
the  child  will  require ;  the  faster  the  scholar  learns 
to  read,  the  fewer  the  books  which  will  be  neces- 
sary ;  and  the  quicker  the  pupils  learn  their  geogra- 
phy and  arithmetic,  the  less  the  expense  of  maps, 
slates,  &c.  Thus  teachers,  who  could  faciHtate 
the  progress  of  the  scholars,  would  save  the  parent 
much  expense  in  the  stationery  of  the  school-room  ; 
and  hence  the  parent's  interest  would  be  promoted 
by  employing  teachers  whose  wages  must  be 
higher  indeed,  but  whose  qualifications  would 
L2 


1S6  DISTRICT    SCHOOIm 

be  such,  that  they  would  always  be  found  the 
cheapest. 

Lastly  (and  this  every  one  will  think  a  very  im- 
portant consideration),  teachers  who  have  pre- 
pared themselves  for  their  profession  are  the  most 
profitable  for  parents  to  employ,  because  they  will 
then  knovj  that  their  children  will  he  well  educated. 
This  confidence  in  the  instructor  will  prevent 
much  care  and  anxiety  on  the  part  of  the  parent. 
Children  are  forming  a  character  every  moment ; 
and  their  education,  of  some  kind  or  other,  is  con- 
stantly going  on  ;  this  parents  know,  and  it  gives 
them  great  pleasure  to  reflect,  that  their  offspring 
are  directed  by  the  skilful,  moral  influence  of  a  fit 
teacher.  It  likewise  gives  the  parents  pleasure  to 
reflect  that  their  children's  progress  in  knowledge 
is  thorough  and  useful. 

With  a  cheap,  unqualified  teacher,  the  pupils 
spend  most  of  their  valuable  time  in  learning  what 
they  must  some  day  or  other  unlearn,  if  they  ever 
make  studious,  correct  scholars.  Parents  fre- 
quently pay  cheap  instructers  more  for  teaching 
their  children  what  is  wrong  or  useless,  or  must 
be  forgotten,  than  would  be  necessary  to  give  them 
a  good  knowledge  of  elementary  studies,  under  a 
suitable  teacher.  This  useless  expense,  bad  in- 
struction, and  slow  progress,  would  never  occur 
to  give  the  parent  distress  and  anxiety,  if  a  faithful, 
confidential  teacher  was  always  engaged.  But 
all  these  evils  the  parent  must  expect,  if  he  is  pe- 


r 


DISTRICT    SCHOOL.  \St 

curious  and  short-sighted  enough  to  hire  a  cheap, 
worthless  teacher. 

Again,  it  is  common  for  parents  to  have  not  a 
little  trouble  in  making  their  children  go  to  school. 
Now  this  unwillingness  to  attend  school,  manifested 
by  the  child,  does  not  arise  from  its  dislike  to 
learning,  but  from  the  parents  having  placed  an 
ignorant,  repulsive  man  in  the  school-house.  The 
whole  exercises  of  the  school  are  made  so  un- 
pleasant and  disagreeable,  that  the  pupil  heartily 
hates  knowledge,  and  every  place  where  it  is  taught. 
It  would  save  children  much  unhappiness,  and 
parents  much  labour,  if  an  engaging,  accomplished 
teacher  was  employed  ;  one  who  would  make  the 
school  room  the  most  delightful  and  profitable  one 
they  could  ever  enter.  But  before  men  can  under- 
stand the  operations  of  the  youthful  mind,  and 
impart  useful  knowledge  in  an  attractive,  simple 
manner,  they  must  be  well  educated,  and  well  in- 
structed in  the  art  of  teaching ;  and  this  will  not 
be  until  parents  reflect,  and  perceive  that  it  is  for 
their  interest  to  pay  wages  which  will  induce  men 
to  make  the  necessary  preparations. 

If  parents  would  increase  the  teacher's  wages, 
they  would  raise  the  character  of  the  profession. 
The  compensation  for  teaching  is  so  small,  that 
accomplished,  well-educated  men  can  find  other 
employments  much  more  profitable  than  teaching. 
Thus,  those  who  would  become  useful  instructers, 
and  an  honour  to  the  profession,  are  excluded,  un- 
less some  of  these  men  are  willing  to  make  « 


128  DISTRICT    SCHOOL. 

sacrifice  ;  and  our  school-houses  are  left  to  be  sup«- 
plied  by  the  necessitous  and  unqualified.  Indolent, 
immoral,  and  ignorant  men  are  often  employed  to 
teach  our  common  schools :  these  disgrace  the 
calling,  and  have  made  the  saying  "  as  lazy  and 
conceited  as  a  schoolmaster"  familiar  everywhere. 
Now,  what  is  it  that  draws  into  our  schools  the 
worthless,  and  excludes  the  worthy.  What  is  it 
that  prevents  men  from  becoming  capable  teachers? 
What  is  it  that  makes  teaching  disreputable  ?  Pa- 
rents, it  is  your  sordid  avarice,  your  own  short- 
sightedness, and  your  cruelty  to  your  own  chil- 
dren 1  By  offering  an  adequate  compensation  to 
teachers,  you  could  demand  learning,  talent,  and 
elegance.  By  a  high-minded,  generous  attention  to 
your  children's  education,  you  may  make  the  pro- 
fession of  teaching  take  an  equal  rank  in  usefulness 
and  respectability  with  the  lawyer's  and  the  di- 
vine's. You  MAY  MAKE  OUR  LITERARY  MEN  FEEL 
IT     THEIR     HIGHEST     AMBITION      TO     BECOME     GOOD 

SCHOOLMASTERS.  The  houour  of  the  profession 
of  teaching  rests  with  you  ;  you  can  continue  its 
low  condition,  or  you  may  raise  it  to  honour  and 
respectability. 

Parents  cannot  receive  the  advantages  of  the 
school  system,  unless  they  employ  qualified  teachers. 
Legislation  in  many  of  the  states  has  done  much 
for  the  education  of  children.  Large  school  funds 
have  been  raised  to  assist  the  parents,  and  a  wise 
and  liberal  system  has  been  organized  to  give  union 
of  action  and  instruction  to  the  inhabitants  of  every 


DISTRICT   SCHOOL.  ISf 

district.  Through  the  vigilance  of  the  public 
officers,  these  princely  funds  have  an  equitable  dis- 
tribution ;  and  the  school  system  is  everywhere  in 
active  operation.  The  wisdom  of  legislation,  and 
the  watchfulness  and  counsel  of  learning  and  talent 
are  ready  to  assist  and  protect  our  schools.  The 
great  thing  that  is  wanting  is  the  co-operation  of 
parents.  Unless  parents  are  willing  to  unite  their 
efforts  with  legislation  and  official  counsel,  they 
will  receive  but  little  aid  from  the  government. 
Great  assistance,  indeed,  may  be  had  from  the 
school  funds  and  the  school  system,  if  parents 
will  make  this  active,  liberal  co-operation;  but 
without  this  obligatory  exertion  on  the  part  of 
parents,  the  state  can  do  them  but  little  good.  It 
is  to  be  regretted  that  so  great  a  part  of  the  school 
fund  is  lost  by  being  squandered  on  unqualified 
teachers.  Parents,  by  hiring  such  teachers,  per- 
vert the  benevolence  of  the  state,  and  exclude 
themselves  from  those  advantages  which  the  gov- 
ernment wishes  to  give  them.  If  the  funds  were 
bestowed  on  worthy,  well-qualified  teachers,  the 
inhabitants  of  the  district  would  be  greatly  as- 
sisted, and  the  spirit  and  intention  of  the  school  law 
would  be  fully  answered.  But  the  pubhc  funds 
are  lost  when  they  support  men  who  are  rather  an 
injury  to  the  schools  than  a  benefit ;  and  the  parents 
voluntarily  deprive  themselves  of  that  aid  which 
is  so  generously  offered  to  all.  We  do  hope  that 
parents  hereafter  will  feel  unwilling  to  pervert  the 
public  school  funds  by  squandering  them  on  un- 


130  DISTRICT    SCHOOL. 

worthy,  incompetent  teachers  ;  and  that  they  will 
be  disposed  to  receive  the  advantages  of  these 
funds  by  engaging  such  teachers  as  the  law  in- 
tended the  funds  should  support. 

And  finally,  to  employ  well-qualified  teachers  is 
the  only  way  for  parents  to  increase  the  usefulness 
and  raise  the  character  of  district  schools.  Parents 
may  employ  men  to  recommend  the  best  systems 
of  government,  and  the  best  methods  of  teaching ; 
and  they  may  purchase  the  most  improved  school 
books  for  their  children ;  and  they  may  be  at- 
tentive to  their  children's  education  at  home  ;  and 
they  may  do  all  that  can  be  done  ;  and  after  all,  if 
there  is  an  unfaithful,  unqualified  teacher  in  the 
school-house,  all  that  is  done  is  lost,  worse  than 
lost ;  for  they  have  given  their  children  the  means 
of  perverting  privileges,  of  learning  error,  and  of 
confirming  bad  habits.  Let  me,  then,  again  say  to 
parents,  if  you  would  act  according  to  your  own 
interest,  even  in  a  pecuniary  point ;  if  you  would 
encourage  young  men  to  qualify  themselves  for 
teaching ;  if  you  would  have  your  children  well 
educated ;  if  you  would  have  your  children  love 
knowledge  ;  if  you  would  raise  the  character  of 
the  teacher's  profession  ;  if  you  would  make  it  the 
highest  ambition  of  literary  men  to  become  a  good 
schoolmaster  ;  if  you  would  receive  the  advan- 
tages of  the  school  system,  and  obey  the  spirit  of 
the  school  act,  be  willing  to  give  such  wages  as 
will  secure  the  services  of  faithful,  well- qualified 
teachers. 


DISTRICT    SCHOOL.  ttt 


SECTION  X. 

A   TEACHER    SHOULD    MAKE    HIS    SCHOOL    PLEASANT. 

Children  and  youth  are  governed  almost  en- 
tirely by  their  feelings.  They  are  controlled 
neither  by  the  reason  of  maturer  years,  nor  the 
habits  of  advanced  age.  With  them  all  is  fresh- 
ness and  curiosity;  and  nothing  is  so  likely  to  in- 
terest them  as  novelty  and  change.  And  a  teacher, 
who  has  not  only  to  govern  his  scholars,  but  to  in- 
terest them,  who  has  to  amuse  as  well  as  instruct, 
should  understand  the  motives  and  principles  of 
action  in  the  youthful  mind,  that  he  may  be  able  to 
rouse  it  into  activity,  and  give  it  its  proper  direc- 
tion. Something  new  will  always  please  and  ex- 
cite the  youthful  mind.  This  truth  the  teacher 
will  take  advantage  of,  to  awaken  dulness  and  in- 
difference :  but  he  must  at  the  same  time  guard 
against  this  love  of  novelty,  that  he  may  form 
habits  of  fixing  the  attention  on  any  one  subject 
till  the  mind  has  mastered  it.  And  here  teachers 
find  a  difficulty.  The  scholars  become  impatient 
before  they  are  thorough.  The  teacher  wishes  to 
continue  the  interest,  and  to  please  his  pupils  by 
letting  them  advance,  but  knows  that  it  is  for  their 
good  (although  he  is  unable  to  convince  them  of  it) 


tm 


DISTRICT    SCHOOL. 


to  make  slower  progress.  He  will  have  to  put  a 
strong  check  upon  this  ardent  passion  for  some- 
thing new,  and  yet  give  it  sufficient  latitude  to 
keep  up  a  deep  exciting  interest.  To  keep  the 
mind  in  this  proper  balance  requires  nice  observa- 
tion, much  ingenuity,  and  close  reflection. 

Those  who  are  under  the  government  of  their 
feelings  are  greatly  influenced  by  first  impressions. 
The  teacher  should  be  careful  to  have  these  fa- 
vourable. His  first  appearance  among  the  pupils 
should  be  winning  and  friendly.  If  he  should  be 
ill-natured  and  repulsive  at  first,  it  will  take  a  long 
time  to  eradicate  the  unfavourable  feelings.  The 
teacher  should  meet  his  scholars  with  a  smile ;  he 
should  show  them  that  he  feels  a  deep  interest  in 
their  improvement  and  happiness.  He  should 
overlook  their  faults  at  first,  and  endeavour  to  al- 
lure them  by  tenderness  and  sympathy,  and  not 
repel  them  by  instantaneous  harshness  and  severity. 

If  a  teacher  loves  his  school,  he  will  make  it 
pleasant;  if  the  duties  are  a  source  of  enjoyment 
to  him,  his  government  and  instructions  will  be 
likely  to  be  pleasing  to  his  pupils.  If  he  looks 
pleasant,  the  scholars  will.  I  know  of  nothing  that 
will  produce  this  kindness,  attention,  and  good- 
nature in  the  teacher,  but  a  sincere  love  for  his 
employment.  Men  are  generally  agreeable  and 
efficient  when  they  labour  where  they  feel  an  in- 
terest and  a  delight ;  and,  on  the  contrary,  disa- 
greeable and  inefficient  in  stations  which  they  do 
not  like.    No  one  should  teach  except  he  can  sym- 


DISTRICT    SCHOOL.  ISS 

pathize  with  his  pupils,  and  feel  happy  in  his 
duties.  He  should  be  free  with  his  scholars,  but 
not  trifling — easy,  but  not  familiar — sociable,  with- 
out levity — a  companion,  and  yet  a  respected 
teacher,  and  a  beloved  ruler.  He  should  possess 
dignity,  without  stiffness  or  affectation,  and  should 
temper  justice  with  mercy,  and  duty  with  love. 

The  teacher,  to  make  his  school  pleasant,  should 
strive  to  create  friendship  and  good-will  among  his 
scholars.  The  members  of  the  school  must  meet 
each  other  every  day,  and  spend  the  greater  part 
of  it  in  each  other's  society.  In-  this  close  and 
constant  intercourse,  the  bad  feelings  will  be  fre- 
quently provoked,  and  it  will  be  necessary  to  have 
a  large  share  of  good-nature  and  a  forgiving  spirit 
to  prevent  strife  and  hatred  from  rendering  the 
school  association  a  nourisher  of  the  evil  passions. 
It  is  the  teacher's  duty  to  suppress  the  unhappy, 
destructive  passions,  and  to  cultivate  the  sociable 
and  the  benevolent.  He  can  perform  this  duty 
only  by  producing  love  and  friendship  among  his 
pupils  while  they  are  associated  during  the  hours 
of  school.  It  is  said  that  the  seeds  of  evil  and 
good  are  planted  by  schoolmasters  and  mothers. 
Their  negligence  sows  many  of  those  that  are  evil. 
I  think  that  it  will  not  be  doubted  that  many  of  the 
most  malignant  passions  of  men  sprang  up,  and 
received  the  most  fearful  strength  in  the  broils  and 
quarrels  with  schoolmates.  How  necessary  is  it, 
then,  that  the  teacher  should  keep  a  watchful  eye 
over  the  intercourse  of  his  pupils,  and  exert  all  his 
M 


t34  DISTRICT    SCHOOL. 

powers  in  preventing  the  exercise  of  the  selfish 
nature,  and  in  developing  and  strengthening  the 
social  and  benevolent  feelings. 

Very  few  teachers  perceive  the  influence  which 
scholars  have  upon  each  other ;  and  many,  very 
many,  are  altogether  indifferent  respecting  the 
nature  of  this  influence,  whether  it  be  good  or  bad. 
From  this  negligence  and  indifference  in  teachers, 
the  growth  of  the  evil  passions  more  than  counter- 
balances the  benefit  of  the  best  instructions.  But, 
if  the  teacher  is  disposed,  he  has  the  privileges, 
while  strengthening  the  mind  and  furnishing  it 
with  knowledge,  of  cultivating  the  social  and  moral 
nature  of  his  scholars ;  and  this  to  such  an  extent 
as  to  give  them  governing  feelings  and  principles 
through  life.  His  school  is  the  world  in  miniature ; 
the  same  fears  and  hopes,  prejudices  and  partiali- 
ties, passions  and  strifes,  ascendency  and  submis- 
sion that  we  see  in  the  greater  world.  Thus  the 
teacher  has  the  opportunity  for  preparing  his 
pupils  for  that  more  extended  sphere  of  life  which 
will  call  into  action  the  same  feelings  which  were 
exercised  in  the  more  limited.  He  may,  by  regu- 
lating his  scholars'  intercourse  with  each  other,  fit 
them  for  useful,  honoured  members  of  society,  or 
for  destroying  the  peace  and  happiness  of  others, 
by  the  exercise  of  those  appetites  and  passions 
which  his  negligence  permitted  to  spring  up  and 
grow  while  at  school.  Let  him,  then,  labour  to 
make  his  scholars  love  each  other ;  and  to  feel  that 


DISTRICT  SCHOOL.  135 

they  were  made   social  beings  that  they  might 
make  each  other  happy. 

The  teacher  can  render  his  school  pleasant,  by 
making  the  acquisition  of  knowledge  the  means  of 
happiness.  The  young  mind  is  delighted  with  the 
discovery  of  something  new ;  and  it  has  pleasure 
in  mere  action,  independent  of  the  knowledge 
which  this  action  secures.  The  very  labour  neces- 
sary to  obtain  knowledge,  if  properly  directed,  will 
afford  enjoyment  to  the  mind.  The  teacher,  then, 
should  take  advantage  of  this  love  of  action,  and 
this  desire  of  knowledge,  and  make  them  assist  in 
making  his  school  agreeable.  I  know  of  no  higher 
enjoyment  to  the  mind  than  its  own  exercise  in 
finding  out  new  truths.  The  reason  why  study 
is  made  such  a  task,  and  the  exercises  of  the  school 
become  so  irksome  is,  tl^  efforts  of  learners  are 
improperly  directed,  and  the  instructions  of  the 
teacher  ill-adapted.  The  scholars  perceive  no 
certainty,  nothing  definite  or  distinct ;  they  know 
not  that  they  make  any  advance  or  any  discovery. 
They  make  nothing  their  own.  The  teacher's  in- 
structions are  not  understood,  or  are  not  of  the 
right  kind  for  the  age  and  attainments  of  the  pupil, 
and  possess  no  interest.  Hence  the  dislike  which 
children  and  youth  have  for  study.  But  the  mind 
was  made  to  love  knowledge  as  naturally  as  the 
eye  loves  light,  or  the  lungs  air,  or  the  stomach 
food.  And  the  mind  has  a  much  more  exquisite 
relish  in  acquiring  knowledge  than  the  sense  of 
taste  has  in  preparing  food  for  the  stomach.     The 


136  DISTRICT    SCHOOL. 

mind  loathes  knowledge  sometimes,  because  it  is 
offered  in  an  unpleasant  manner ;  just  as  the  palate 
loathes  food  that  has  been  badly  cooked.  But  when 
the  teacher  prepares  the  mind  for  the  reception  of 
truth,  and  then  instructs  according  to  the  natural 
relations  between  mind  and  knowledge,  the  scholar 
will  ask  for  no  higher  delight  than  that  which  he 
finds  in  his  lesson.  How  often  have  I  seen  the 
countenances  of  children  beam  with  interest,  and 
speak  with  eloquence  the  gladness  of  their  hearts 
when  something  new  had  been  related.  It  is  a 
pleasure  beyond  all  other  pleasures  to  instruct  the 
young  mind  in  such  a  state.  And  I  know  of  no 
labour  which  affords  so  much  happiness  as  that  of 
the  teacher's,  if  he  is  only  prepared  for  his  busi- 
ness, and  loves  it.  And  I  know  of  no  place  that 
may  be  made  happier  than  the  school-room,  if  the 
scholars  study  rightly  and  are  properly  instructed. 
The  mind  is  so  formed  that  the  teacher  may  make 
the  attainment  of  knowledge  the  highest  and  most 
ennobling  enjoyment  that  the  scholar  is  capable  of 
receiving.  He  may  thus  make  the  school-room 
the  most  desirable  spot  that  the  children  visit ;  and 
their  school  exercises  the  most  pleasant  and  agree- 
able of  any  that  they  engage  in.  I  know  that  many 
teachers  are  so  disqualified,  and  the  systems  of  in- 
struction so  defective,  that  but  few  scholars  are 
blessed  with  this  skilful  and  happy  treatment ;  but 
this  does  not  disprove  the  assertion.  We  think 
that  whoever  will  study  the  nature  of  the  mind, 
and  perceive  the  relations  between  it  and  truth. 


DISTRICT   SCHOOL.  UT 

will  acknowledge  what  we  have  said  to  be  true. 
If  teachers  are  skeptical,  I  shall  only  solicit  that 
they  make  the  experiment. 

A  teacher  may  make  his  school  pleasant  by 
timely  and  agreeable  recreations.  The  mind  (and 
particularly  the  youthful  mind)  needs  relief  after 
close  application,  even  if  it  should  continue  but  a 
short  time.  If  this  relief  is  afforded  in  the  shape 
of  innocent  amusement,  it  brings  to  the  mind  a 
pleasure  that  it  never  receives  from  uniform 
thoughtlessness.  There  is  pleasure  in  mental  ex- 
ercise ;  and  there  is  pleasure,  too,  in  refreshing  tho 
mind  with  proper  diversions. 

The  teacher  should  study  the  abilities  of  the 
mind,  that  he  may  know  when  it  is  weary  with 
effort,  and  when  to  afford  it  amusement  by  relaxa- 
tion. There  is  exquisite  happiness  in  unbending 
the  mind  after  severe  application ;  and  the  teacher 
who  understands  human  nature  will  take  advan- 
tage of  this  principle  of  the  mind,  and  make  it  one 
of  the  agreeable  exercises  of  the  school.  He  will 
connect  not  only  the  labour  and  the  toil  with  the 
school,  but  also  the  amusement  and  the  rest 
Many  teachers  mistake,  and  make  their  scholars 
uneasy  and  unhappy  by  requiring  them  to  remain 
too  long  in  one  position,  or  over  a  particular  lesson 
in  which  they  can  feel  no  interest.  Action,  and 
almost  continual  action,  seems  natural  to  the 
young ;  but  teachers  forget  this  principle,  and 
compel  their  scholars  to  do  violence  to  their  na- 
ture. This  makes  them  restive ;  and  if  not  allowed 
MS 


138  DISTRICT   SCHOOI/. 

open  action,  they  will  gratify  this  propensity  by  sly, 
deceitful  manoeuvres.  Proper  and  timely  diversion 
would  prevent  this  secret  mischief,  which,  if  de- 
tected, will  be  followed  by  punishment ;  and  it 
would  likewise  prevent  that  listlessness  and  sleepi- 
ness which  is  so  epidemic  in  primary  schools.  The 
teacher  should  see  that  the  play  exercises  of  his 
pupils  are  of  a  proper  character  and  agreeable.  It 
not  unfrequently  happens  that  the  larger  boys,  to 
show  their  strength,  or  gratify  their  love  of 
tyranny,  intrude  upon  the  rights  and  pleasures 
of  the  smaller  ones,  and  spoil  their  sports,  and 
make  the  condition  of  the  weaker  very  uncomfort- 
able. The  teacher  should  know  that  each  one  has 
his  rights  and  his  share  in  the  sport.  Many  who 
are  awkward  or  bashful,  or  perhaps  not  quite 
so  sprightly  as  others,  have  been  shunned  or 
abused  till  their  spirits  are  broken,  and  their  feel- 
ings imbittered  against  every  thing  connected  with 
the  school.  Such  the  teacher  should  take  by  the 
hand  and  show  them  that  protection  and  tender- 
ness which  their  misfortune  demands.  They  may 
thus  be  saved,  and  made,  perhaps,  the  brightest 
ornaments  to  society.  The  teacher  should  always 
be  solicitous  that  the  hours  of  recreation  be  spent 
in  such  a  manner  that  every  one  shall  be  pleased. 

The  teacher  may  make  his  school  pleasant  by 
simplifying  the  studies,  and  hy  presenting  his  in- 
structions  in  an  attractive  form,  Scholars  soon 
acquire  a  disrelish  for  their  studies,  and  a  dislike 
to  the  duties  of  the  school,  if  their  lessons  appear 


DISTRICT   SCHOOL.  ISf^ 

blind  and  unintelligible.  If  their  studies  are  above 
the  comprehension,  they  will  be  a  task  only  to 
weary  and  puzzle  the  mind,  and  cause  the  scholar  to 
hate  knowledge,  and  all  the  means  by  which  it  is  at- 
tained. That  this  is  too  often  the  case  is  the  reason 
why  scholars  "  go  tardily  to  school."  Also,  when 
the  teacher  renders  assistance,  his  manners  may  be 
so  unpleasant  that  the  scholar  will  hate  instruction, 
because  he  has  been  offended  by  the  instructer; 
or,  perhaps,  the  teacher  performs  his  duties  as  a 
mechanical  task,  perfectly  indifferent  to  the  in- 
terest of  the  school. 

If  this  is  the  case,  the  scholar  will  of  course  sup- 
pose that  there  is  no  pleasure  to  be  found  in  the 
school-room.  But  if  the  studies  are  made  plain 
and  intelligible  (which,  from  the  present  imperfec- 
tion in  school-books,  must  be  the  work  of  the 
teacher),  and  the  manners  of  the  teacher  affec- 
tionate and  winning,  the  school-room  and  its  duties 
will  present  to  the  pupils  the  highest  kind  of  enjoy- 
ment, and  cause  them  to  estimate  the  worth  of  their 
school  privileges  according  to  their  proper  value. 
Children  beg  to  stay  away  from  school,  and  rejoice 
when  they  have  passed  beyond  their  school-days, 
because  they  always  felt  miserable  when  under 
the  requirements  of  the  teacher.  The  school-room 
was  made  a  place  of  involuntary  confinement,  and 
its  duties  the  worst  kind  of  chains.  No  wonder 
that  children  incur  correction  twice  a  day  by  indo- 
lence or  by  playing  truant ;  but  the  teacher  may 
change  this  unhappy  state  of  things,  and  make  the 


140  DISTRICT   SCHOOL. 

pupils  as  eager  to  meet  him  as  they  are  now  to 
sliun  him.  He  may  make  the  children  plead  to  go 
to  school  instead  of  running  truant  when  they  have 
been  sent. 

The  teacher  should  obtain  the  love  and  confidence 
of  his  scholars.  Without  these  his  labours  will  be 
very  disagreeable,  and  almost  useless.  Without 
these  the  scholars  will  take  every  advantage,  and 
render  the  teacher's  labours  doubly  arduous.  The 
teacher  will  find  no  requital  for  his  efforts  and  anxie- 
ties so  pleasing  and  acceptable  as  the  love  and  con- 
fidence of  his  scholars  ;  and  they  will  lighten  his 
burden  more  than  any  thing  else.  The  scholars, 
too,  are  pleased  when  they  can  carry  their  troubles 
and  their  difficulties  to  one  they  love,  and  who 
possesses  their  confidence. 

Scholars  want  some  one  to  answer  their  ques- 
tions ;  and  it  is  always  gratifying  to  receive  light 
on  those  subjects  about  which  the  mind  is  in  doubt. 
The  teacher,  then,  who  has  the  confidence  of  his 
pupils,  can  make  them  attached  to  him  by  enlight- 
ening their  ignorance  and  gratifying  their  curi- 
osity. The  teacher  should  convince  his  pupils 
that  he  is  their  friend — that  his  instructions  may 
be  made  their  greatest  blessings ;  and  that  he 
heartily  wishes  to  improve  their  minds  and  purify 
their  hearts.  He  should  convince  them  that  the 
cultivation  of  the  mind,  and  the  practice  of  virtue, 
are  the  only  things  that  can  make  them  ornaments 
and  blessings  to  society ;  and  he  should  show  them 
that  their  school  privileges  are  for  this  purpose. 


DISTRICT   SCHOOL.  141 

If  he  is  successful  in  this,  he  will  make  them  love 
the  school  and  its  teacher.  It  should  be  the  con- 
stant aim  and  object  of  the  instructer  to  make 
learning  pleasing  and  useful,  and  his  school  at- 
tractive and  agreeable.  He  should  love  his  pro- 
fession, and  strive  to  make  every  one  happy  that 
may  be  committed  to  his  care. 


SECTION  XI. 

THE    BEST    METHOD    OF    TEACHING     SPELLINQ    AND 
READING. 

Children  should  know  the  names  of  the  letters 
as  soon  as  they  are  able  to  pronounce  them.  The 
names  of  these  signs  or  characters  may  be  learned 
by  the  infant  mind  as  soon  as  it  learns  the  names 
of  its  parents,  its  pictures,  its  toys,  or  the  name  of 
the  cat  or  the  dog.  The  child  commences  acting 
and  learning  from  the  first  moment  of  its  existence, 
and  soon  acquires  a  knowledge  of  the  names  and 
some  of  the  qualities  of  the  objects  with  which  it 
comes  in  contact.  If  infants  could  have  the  letters 
in  large  size  on  strips  or  blocks  of  pasteboard,  or 
on  any  small  articles  which  they  might  be  per- 
mitted to  handle,  and  which  might  be  presented 
in  connexion  with  pictures  of  animals  and  birds, 


¥^ 


DISTRICT   SCHOOL. 


they  would  soon  learn  and  pronounce  the  names 
of  the  letters,  in  the  same  way  that  they  learn  and 
pronounce  the  names  of  any  of  the  signs  or  objects 
they  first  meet  with.  Thus,  by  bringing  the  letters 
under  the  notice  of  infants  in  the  form  of  amusements 
orin  close  connexion  with  their  playthings,  they  are 
early  and  unconsciously  learned,  without  loss  of  time 
on  the  part  of  the  parent  or  child.  The  letters  are 
learned,  too,  not  as  an  unpleasant  task  (which  is 
always  the  case  both  to  teacher  and  child  if  not 
learned  when  young),  but  as  a  desirable  exercise. 
Infants,  it  is  well  known,  are  fond  of  exercising  their 
little  organs  of  speech,  and  parents  are  pleased  with 
these  promising  efforts,  and  are  always  heard  pro- 
nouncing names  to  be  repeated  by  the  delighted 
little  prattler ;  and  quite  young  children  manifest 
pleasure  in  noticing  the  objects  which  may  be 
selected  for  their  attention.  Now,  the  names 
which  the  parent  pronounces  to  learn  the  child  to 
articulate,  should  be  the  names  of  the  letters  of  the 
alphabet ;  and  among  the  objects  which  are  selected 
to  busy  and  amuse  the  child,  should  be  the  letters 
of  the  alphabet.  If  this  were  so,  parents  would 
find  that  what  was  necessary  to  know  was  learned, 
as  it  were,  insensibly  and  with  delight,  and  taught 
without  labour. 

If  this  is  not  done  by  the  negligent  or  absent 
parent,  and  the  child  is  sent  to  school  ignorant  of 
its  alphabet,  the  teacher  may  perform  the  task  in 
a  few  days,  and  in  a  pleasant  manner,  though  a 
very  different  one  from  that  which  is  generally 
adopted  in    our  common  schools.     The    usual 


DISTRICT    SCHOOL.  143 

method  of  teaching  children  their  letters,  is  to 
make  them  stand  by  the  side  of  the  master,  and  say 
A-eh,  B-eh,  C-eh,  D-eh,  E-eh,  and  so  on  to  the  end 
of  the  row,  at  most  but  three  or  four  times  a  day. 
If  there  are  three  or  four  children  by  the  side  of 
the  master,  for  the  purpose  of  saying  down  their 
letters,  but  one  is  required  to  look  on  at  the  same 
time.  In  this  way  children  spend  from  four  t«  six 
months  in  learning  the  letters  of  the  alphabet. 

The  way  of  teaching  children  their  letters,  which 
has  always  been  found  pleasant  and  successful,  is, 
holding  up  in  the  sight  of  all  the  children  two  or 
three  letters  of  considerable  size,  and  whose  union 
spells  the  name  of  some  familiar  object.  For  ex- 
ample, let  the  letters  O  X,  standing  under  the  pic- 
ture of  an  ox,  be  shown  to  the  children.  The 
names  of  the  letters  are  pronounced  by  the  teacher, 
and  by  the  children  in  concert  after  him.  When 
the  names  of  these  two  signs  are  known  to  the 
children,  the  teacher  may  tell  them  a  story  about 
the  ox.  By  being  interested  with  the  idea  which 
the  letters  represent,  it  will  be  almost  certain  that 
the  children  remember  their  names.  The  two 
letters  may  then  be  given  to  each  of  the  children, 
who  return  to  their  seats,  pleased  with  the  signs 
which  have  been  connected  with  such  a  pleasing 
idea  or  story.  After  a  suitable  interval  the 
teacher  may  examine  them,  and  if  the  names  of 
the  letters  are  remembered,  they  may  be  taken 
away,  with  a  promise  of  showing  thorn  others,  in 


144  DISTRICT    SCHOOL. 

connexion  with  a  picture  and  a  story,  in  a  short 
time. 

The  teacher  again  asks  the  attention  of  the  chil- 
dren, and  shows  them  the  three  letters  b,  o,  y;  one 
of  them  the  same  they  had  in  the  first  lessson,  that 
he  may  try  the  memory.  The  picture  of  a  boy  is 
seen  over  the  letters  ;  and  after  the  children  have 
learfted  the  names  of  the  two  signs  b,  y,  the  teacher 
relates  a  story  of  a  little  boy  he  once  knew  or  heard 
of.  The*  children  return  to  their  seats  with  the 
two  letters  of  which  they  have  just  learned  the 
names. 

This  method  of  teaching  the  alphabet  demands  but 
a  few  moments  of  time  from  the  teacher,  and  makes 
it  a  delightful  employment  for  himself,  for  he  sees 
the  young  minds  before  him  taking  their  first  steps 
in  knowledge,  and  at  the  same  time  their  little  fea- 
tures lighted  up  with  joy  in  their  new  enterprise. 
In  one  week's  time  he  may  make  every  child 
familiar  with  all  its  letters.  How  much  time,  and 
labour,  and  impatience,  and  compulsion  on  the  part 
of  the  teacher,  and  dislike,  and  fretting,  and  hatred 
on  the  part  of  the  pupil  might  be  saved,  if  in- 
structors would  permit  children  to  get  knowledge 
in  school  in  the  same  manner  that  Nature  teaches 
them  out  of  it ! 

After  the  child  is  able  to  give  the  name  without 
hesitation  to  each  letter  in  the  alphabet,  it  should 
begin  to  learn  the  powers  of  letters,  when  united 
in  syllables.  Here  teachers  and  scholars  find  diffi- 
culty ;  and  here  many  errors  and  bad  habits,  which 


DISTRICT    SCHOOL.  I4A 

go  with  the  child  in  all  its  after-studies  and  per- 
formances, take  their  origin.  The  powers  of  letters 
change  with  their  connexion  and  position.  From 
this  circumstance  many  of  the  letters  have  several 
sounds,  and  some  of  them  more  than  one  hundred 
different,  distinct  sounds  or  powers.  The  child 
cannot  be  expected  to  perceive  the  great  variety 
of  different  sounds  in  each  letter,  and  to  give  to  the 
letters  of  the  syllable  those  particular  sounds, 
which  their  connexion  or  position,  or  the  arbitrary 
standard  of  pronounciation,  may  require.  This 
can  be  done  only  after  much  study — after  a  long 
study  of  the  etymology  of  the  language ;  yet  to 
some  degree  the  child  is  required  to  do  this  who 
merely  knows  the  names  of  the  letters. 

In  distinguishing  and  placing  thoSe  different 
soundsjs  the  difficulty.  The  child  sees  that  the  let- 
ters, by  being  brought  together  in  syllables,  have 
changed  their  names ;  for  to  the  child  the  name  of  the 
letter  is  its  sound.  To  obviate  this  difficulty,  and  to 
take  away  this  uncertainty  in  the  mind  of  the  child 
respecting  the  correct  sound  of  the  letter  it  may  be 
pronouncing,  teachers  should  select  a  number  of 
dissyllables,  in  each  of  which  the  letters  have  the 
same  sound.  When  the  child  has  learned  to  pro- 
nounce these,  it  has  acquired  one  of  the  powers  of 
these  letters.  After  this,  syllables  of  three  and 
four  letters  may  be  spelled  and  pronounced  by  the 
child.  The  letters  of  these  syllables  should  have 
the  same  powers  they  formerly  had  when  standing 
in  dissyllables.  The  pupil  will  find  these  words 
N 


146  DISTRICT    SCHOOL. 

easy  and  uniform.  After  a  proper  time  is  spent 
on  these  simple  lessons,  let  syllables  be  given  to 
the  child,  where  some  of  the  letters  have  a  different 
power. 

When  the  pupil  has  learned  some  of  the  most 
simple  and  common  powers  of  the  letters,  when 
united  into  syllables,  let  him  unite  these  syllables 
and  form  words.  In  forming  words,  most  teach- 
ers permit  a  serious  and  lasting  error.  Children 
are  allowed  to  call  the  names  of  the  letters 
in  the  word,  without  dividing  the  word  into  sylla- 
bles, and  pronouncing  each  syllable  as  it  proceeds. 
The  child  is  not  better  qualified  to  pronounce  the 
word  after  it  has  named  the  letters,  without  di- 
viding them  into  syllables  and  pronouncing  them, 
than  it  was  when  uttering  the  first  letter  of  the 
word. 

The  habit  of  calling  the  letters  without  pro- 
nouncing the  syllables  and  uniting  them  as  the 
pupil  proceeds  through  the  word,  disqualifies  the 
pupils  from  making  any  use  of  their  knowledge  of 
spelling,  or  of  helping  themselves  at  any  time  in 
ascertaining  the  correct  pronunciation  of  a  strange 
or  large  word.  If  children  are  accustomed  to 
exercise  their  ingenuity  in  dividing  the  word  into 
syllables,  and  to  give  the  proper  pronunciation  to 
these  syllables,  they  will  seldom  find  any  difliculty 
with  strange  or  long  words  ;  but  if  they  are  per- 
mitted to  pass  through  the  word,  by  only  naming 
its  letters,  they  will  make  little  or  no  real  progress, 
but  confirm  the  worst  of  all  habits.     How  seldom 


DISTRICT    SCHOOL.  147 

do  we  find  a  teacher  who  does  not  permit  this 
evil !  I  do  not  know  when  I  have  heard  a  child 
read  who  has  in  this  thing  been  correctly  taught. 
By  allowing  this  error,  the  teacher  greatly  in- 
creases his  own  labour;  for  the  pupil  must  be  con- 
stantly assisted — he  cannot  help  himself,  but  is  as 
dependant  on  others  for  the  sound  of  the  word  as 
if  he  had  never  learned  his  letters. 

There  is  another  error  in  our  schools  which  is 
the  cause  of  so  much  bad  spelling  in  the  business 
of  after-life.  The  error  is  in  learning  and  correct- 
ing with  one  sense  what  in  nature  and  practice  be- 
longs to  a  different  sense.  Children  in  school  cor- 
rect their  spelling  by  the  sense  of  hearing.  The 
teacher  pronounces  the  word,  and  from  the  sound 
the  pupils  are  required  to  spell  it.  After  the  ear 
has  been  trained  for  a  number  of  years  in  this  way, 
the  pupil  will  spell  nearly  every  word  whicfe  his 
teacher  gives  him ;  yet  this  very  same  pupil,  when 
at  home,  and  writing  a  letter  to  some  friend,  will 
spell  almost  every  word  wrong.  Now,  what  is  the 
reason  of  this  accuracy  in  one  place  and  incorrect- 
ness in  the  other.  It  is  this,  when  at  home  the 
words  appear,  not  through  the  sense  of  hearing 
(the  sense  which  has  been  educated,  and  always 
applied  to  as  the  corrective),  but  through  the  sense 
of  seeing.  The  pupil  has  not  been  accustomed  to 
judge  whether  words  are  spelled  correctly  or  not  by 
their  appearance  on  paper  ;  and  the  false  spelling, 
not  coming  under  the  trial  of  the  ear,  escapes  the 
unskilful  observance  of  the  eye. 


148  DISTRICT   SCHOOL. 

The  origin  of  the  evil  being  discovered,  it  re- 
mains to  apply  a  remedy.  This,  by  all  who  will 
practise  it,  Vk^ill  be  allowed  to  be  an  effectual  cure. 
Let  the  pupils,  while  receiving  the  words  from  the 
teacher,  write  them  out  on  slates.  After  a  number 
of  words  are  given  and  written  out,  let  the  pupils 
interchange  slates,  and  examine  and  correct  each 
other's  spelling.  By  this  method  the  sense  of  see- 
ing is  educated  and  made  a  judge.  The  eye  has 
the  words  before  it — sees  their  appearance  when 
incorrectly  spelled  and  their  just  and  natural  ap- 
pearance when  rightly  spelled.  This  same  office 
the  eye  would  be  ready  and  able  to  perform  when 
at  home  writing  a  letter  to  a  friend,  and  bad  spell- 
ing would  be  detected. 

The  teacher  should  confine  his  pupils  but  a  short 
time  to  words  marshalled  into  ranks,  as  they  stand 
in  the  columns  of  the  spelling-book,  without  con- 
veying one  idea,  or  any  meaning  whatever.  There 
is  too  much  mere  verbiage  in  our  district  schools. 
Children  are  confined  to  these  unmeaning,  uncon- 
nected words  for  two  or  three  years.  Teachers 
should  see  the  folly  and  the  tyranny  of  this ;  they 
have  seen  the  difficulty ;  for  it  is  with  great  labour 
that  they  keep  the  minds  of  the  pupils  directed  to 
their  lessons.  As  soon  as  children  have  learned 
some  of  the  powers  of  letters,  and  have  some  fa- 
cility and  correctness  in  joining  syllables  into  words, 
they  should  be  permitted  to  read  easy  sentences. 
These  sentences  should  be  composed  of  words  of 
one  or  two  syllables,  and  contain  a  familiar  and 


DISTRICT    SCHOOL.  149 

pleasing  idea.  Now,  for  the  first  time,  the  child 
begins  to  feel  pleased  with  its  studies :  all  before 
this  has  been  uninteUigible  signs  and  combinations 
of  signs.  But  now  it  finds  these  signs  conduc- 
tors of  thought — of  something  that  instructs  and 
pleases  it.  The  child  is  now  gratified  with  its 
book  ;  for  the  book  has  an  interest  within  itself  suf- 
cient  to  draw  and  fix  the  attention.  At  present 
there  are  many  books  which  are  simple  without 
being  silly,  and  well  adapted  to  children.  These 
should  be  put  into  their  hands.  After  the  pupils 
are  familiar  with  the  language  and  contents  of 
these  books,  others  containing  sentences  more 
complicated,  and  words  composed  of  a  greater 
number  of  syllables,  should  be  given  to  them. 

This  is  far  from  being  the  practice  in  our  com- 
mon schools.  The  universal  practice  in  these 
neglected  places  of  learning  is  in  the  first  place 
to  keep  the  child  fastened  to  unmeaning  words  for 
two  or  three  years,  and  then  to  put  books  into 
his  hands  which  a  graduate  of  one  of  our  col- 
leges can  scarcely  understand,  and,  perhaps,  not 
sufficiently  learned  to  appreciate.  When  the  child 
can  pronounce  words  of  two  syllables  without 
spelling  them,  it  is  put  into  the  English  Reader. 
A  fit  book  for  a  professional  man,  but  entirely 
unfit  for  children.  If  the  pupils  at  this  stage 
of  learning  are  not  so  fortunate  as  to  be  exalted  into 
this  "  class  of  honour,"  they  are  privileged  by  read- 
ing in  the  back  part  of  the  spelling-book,  or  in  the 
Columbian  Orator ;  reading  equally  as  uninlelli- 
N2 


150  DISTRICT    SCHOOL. 

gible  as  that  in  the  English  Reader.  Thus  the 
child,  from  the  time  it  commences  going  to  school 
till  its  parents  require  its  constant  labour  at  home, 
spells  and  reads,  and  writes  and  rehearses  words, 
and  sentences  of  words,  and  whole  volumes  of 
words  without  even  thinking  of  obtaining  one 
clear,  distinct,  useful  idea  from  them.  The  child 
never  thinks  of  being  questioned  about  that  which 
it  has  just  read.  If  a  question  of  this  nature  should 
be  put,  the  child  would  be  as  incapable  of  answer- 
ing as  it  would  be  after  reading  hieroglyphics. 
The  pupil  at  school  does  not  think  that  books  are 
read  because  they  have  a  meaning  either  to  amuse 
or  to  instruct,  but  because  they  have  words  to  be 
pronounced  and  sentences  to  be  cadenced  or  em- 
phasized. His  whole  aim  consequently  is,  not  to 
find  out  the  meaning  of  what  he  reads,  but  to  finish 
his  verse  without  "  missing  a  word." 
,  Here  we  discover  the  cause  of  so  many  blunder- 
ing, unnatural,  unafFecting  readers.  Imagine  the 
eflect  of  reading  what  we  did  not  understand  for 
even  one  week  upon  ourselves.  It  would  unfit  us 
for  any  impressiveness,  either  in  tone  or  emphasis. 
But  the  youth  in  our  schools  are  brought  up,  from 
infancy  till  the  time  they  "  finish  their  education," 
to  read  what  they  are  not  required,  or  even  ex- 
pected, to  comprehend.  It  is  no  wonder  that  the 
tone  of  voice  is  so  unsuitable  to  the  sentiment,  the 
emphasis  so  improperly  placed,  and  the  whole 
manner  so  artificial  and  unnatural.  We  do  think 
that  nearly  all  of  the  bad  habits  which  we  are 


DISTRICT    SCHOOL.  Mi 

obliged  to  witness  and  excuse,  both  in  private  and 
public  readers,  proceed  from  this  mechanical,  in- 
dolent practice  of  reading  during  our  childhood 
and  youth  what  we  do  not  understand* 

If  this  be  so,  and  we  think  no  one  who  will  go 
into  our  schools  and  question  the  scholars  concern- 
ing that  which  they  have  just  read  will  doubt  it, 
we  have  found  the  cause  of  that  defective  reading 
which  so  often  offends  the  hearers  and  disgraces  the 
readers.  We  say,  then,  never  let  children  or  youth 
read  what  they  do  not  understand,  or  that  in  which 
they  can  feel  no  interest.  Let  such  books  be  put 
into  their  hands  as  are  level  with  their  capacities. 
Such  as  contain  information  which  may  be  gratify- 
ing for  them  to  receive  ;  such  as  treat  of  subjects 
with  which  it  will  be  useful  for  them  to  become 
acquainted ;  and  such  as  have  motives  sufficient 
within  themselves  to  make  the  young  eager  to 
peruse  them.  Let  an  instructive  story  be  told  in 
a  simple,  chaste,  forcible  style ;  or  some  of  Nature's 
handiworks  be  described  in  a  plain,  natural,  and 
speaking  language ;  or  the  application  of  some  of 
the  sciences  to  the  practical  purposes  of  life,  in  a 
simple,  clear,  intelligent  manner ;  or  the  biography 
of  some  exemplary  youth ;  or  any  proper  subject 
whatever,  which  children  and  youth  can  sympa- 
thize with  and  feel  a  lively  interest  in.  If  our 
school-books  were  of  this  nature,  we  should  hear 
but  very  little  bad  reading.  Who  of  us  ever  thinks 
of  correcting  a  child  in  its  pauses,  emphasis,  or 
tones  of  voice,  when  we  hear  it  in  animated  con- 


152  DISTRICT    SCHOOL. 

versation  with  one  of  its  playmates  ?  Let  the  child 
read  what  it  understands  and  feels  an  interest  in, 
and  it  will  read  as  correctly  as  it  converses.  We 
say  then,  again  (for  we  do  think  this  ■  great  evil  of 
compelling  children  to  pronounce  words  for  years, 
to  which  they  attach  no  kind  of  meaning  what- 
ever, too  much  neglected),  never  let  children  read 
what  they  do  not  understand.  If  there  are  words 
in  the  lesson  of  which  they  do  not  know  the  mean- 
ing, let  the  dictionary,  or  the  attached  glossary, 
or  the  teacher  define  them.  Never  let  the  young 
reader  pronounce  a  word  without  receiving  the 
meaning  the  author  attached  to  it. 

The  teacher  should  frequently  question  his  read- 
ing class  on  what  has  just  been  read,  that  he  may 
know  how  far  they  have  comprehended  their 
author,  and  ascertain  what  meaning  they  connect 
with  the  individual  words.  If  we  should  ask 
adults,  and  even  Uberally  educated  men,  to  define 
some  words  of  the  most  common  use,  they  would 
hesitate,  and  probably  be  unable  to  give  any  thing 
like  a  correct  definition.  In  this,  the  systems  of 
instruction  in  all  of  our  literary  institutions  are  mis- 
erably defective.  Educated  men  are  in  the  con- 
stant habit  of  using  words  to  which  they  attach  a 
connective  meaning  indeed  obtained  from  usage, but 
to  which  they  would  be  unable  to  give  a  concise, 
correct  definition.  This  evil  is  universal  in  our 
primary  schools,  and  is  seen  to  a  greater  or  less 
extent  in  all  our  higher  institutions  up  to  the  pro- 
fessional college.     It  is  no  wonder  that  men  make 


DISTRICT   SCHOOL.  ^tSB 

such  an  improper  choice  of  words,  that  they  use 
so  many  which  are  equivocal,  and  that  they  are  so 
frequently  misunderstood.  Their  ignorance  of  the 
correct  meaning  of  words  does  not  permit  them  to 
select  such  as  express  what  they  intend  to  com- 
municate. 

There  is  in  our  district  schools  another  bad 
practice  which  gives  almost  all  of  the  scholars 
very  unnatural  and  disagreeable  habits.  1  refer 
to  that  high,  uniform  pitch  of  voice  which  the 
young  reader  is  sure  to  strike  into.  I  do  not  re- 
member that  I  ever  heard  a  child  read  in  a 
natural,  conversational  tone  of  voice.  This  is 
a  great  defect ;  teachers  should  be  careful  to 
have  their  pupils  read  in  natural  tones,  and  to 
have  them  varied  according  to  the  sentiment. 
Teachers  seldom  pay  any  attention  to  articulation ; 
and  the  consequence  is,  that  but  very  few  articU' 
late  well. 

It  is  very  rarely  that  we  hear  a  reader  or 
speaker  give  each  letter  of  the  word  its  full  sound. 
At  least,  very  frequently  one-half  of  the  word  is 
dropped,  or  clipped,  or  inaudibly  uttered.  This 
defect  in  articulation  keeps  the  mind  constantly 
directed  to  the  words,  that  it  may  make  out  what 
they  are,  and  the  attention  is  diverted  from  the 
subject.  This  practice  is  also  very  unpleasant  to  the 
ear.  Teachers  should  make  their  pupils  give  each 
letter  and  syllable  its  distinct,  full  sound.  When 
this  is  done,  there  is  a  force  and  meaning  in  the 
word  which  is  never  given  when  half  uttered. 


154  DISTRICT    SCHOOL. 

If  I  was  asked  what  rules  I  would  give  to  chil- 
dren in  our  common  schools  that  they  might  learn 
to  read  with  ease,  correctness,  and  impressiveness, 
I  would  say,  only  three,  and  these  very  simple 
ones.  I  should  not  explain  the  philosophy  of  the 
human  voice  ;  I  would  not  speak  of  emphasis,  in- 
flexion, or  cadence ;  neither  of  pauses,  nor  accents, 
or  intonations.  But  I  would  say,  and  I  think  it  is 
all  that  is  necessary  to.  be  said,  understand  what 
you  read, — read  in  a  natural,  conversational  tone  of 
eoice,  and  read  often.  If  teachers  will  see  that 
their  pupils  practise  these  three  plain  rules,  they 
will  have  the  pleasure  of  hearing  good  readers. 


SECTION  XII. 

THE  BEST  METHOD  OF  TEACHING  WRITING. 

It  is  to  be  regretted  that  our  district  schools 
furnish  so  small  a  number  of  good  writers.  But  a 
very  few  out  of  the  great  number  who  are  now 
practising  this  art  in  our  district  schools  will  be 
able  to  execute  a  free,  bold,  and  legible  hand. 
The  greater  part,  including  almost  the  whole,  will 
number  their  school-days  and  still  write  with  a 
stiff,  measured,  ragged,  scrawling,  blotting  hand ; 
scarcely  legible  to  the  writers   themselves,  and 


DISTRICT    SCHOOL.  155 

almost  impossible  for  any  one  else  to  make  out  what 
is  intended.  The  youth  are  conscious  of  their  de- 
ficiencies with  the  pen,  and  we  seldom  find  them 
willing  to  use  it.  The  little,  imperfect  as  it  is,  that 
they  have  learned,  is  thus  soon  forgotten ;  and 
many,  very  many  of  the  labouring  classes,  by  the 
time  they  have  numbered  thirty  or  thirty-five 
years,  are  unable  to  write  in  any  manner  what- 
ever. 

Others  may  write  with  some  ease  and  finish 
while  in  school,  and  the  copy  before  them,  but  as 
soon-as  the  rule  and  plummet,  the  school-desk  and 
the  round  copy-plate  is  taken  away,  they  have  lost 
the  art,  and  find  that  they  are  unable  to  write  a 
straight  line  or  a  legible  one. 

It  is  to  be  lamented  that  so  much  time  is  wasted 
in  learning  what  they  never  do  learn,  or  what,  at 
best,  they  feel  ashamed  or  unable  to  make  any 
use  of;  or,  with  others,  what  is  so  soon  forgotten. 
There  is,  generally  speaking,  a  sufficient  quantity 
of  time  appropriated  to  writing,  sufficient  care 
(though  fruitless)  taken  to  provide  materials  (and 
a  great  quantity  of  them  are  used),  to  make  all  of 
the  scholars  good  writers.  There  is  some  fault 
on  the  part  of  the  teacher,  or  parent,  or  among  the 
pupils  themselves ;  and  we  will  (from  personal 
observation)  describe  the  process  of  learning  to 
write  in  our  district  schools.  The  causes  of  so 
much  imperfection  may.thus  be  developed. 

The  child  is  (in  most  <5ases,  for  it  is  true  that  there 
are  some  exceptions  to  what  I  am  about  to  say,  I 


16iB  DISTRICT   SCHOOL.  • 

wish  there  were  more),  provided  with  a  single  sheet 
of  fool's-cap  paper,  doubled  into  four  leaves,  a  quill, 
and  an  inkstand,  which  probably  has  nothing  in  it 
but  thick,  muddy  settlings,  or  dry,  hard  cotton,  and 
thus  duly  equipped,  sent  to  school.  The  thin 
small  quantity  of  paper  is  laid  upon  the  hard  desk, 
made  full  of  holes,  ridges,  and  furrows  by  the  for- 
mer occupant's  penknife.  The  writing-desk  in 
many  instances  so  high  that  the  chin  of  the  writer 
cannot,  without  a  temporary  elongation  of  body,  be 
projected  over  the  upper  surface ;  this  being  done, 
and  the  feet  left  swinging  six  or  eight  inches  from 
the  floor,  and  half  of  the  weight  of  the  body  hanging 
by  the  chin,  the  child  with  a  horizontal  view  ex- 
amines its  copy  of  straight  marks.  It  then  is  di- 
rected to  take  the  pen,  which  is  immediately 
spoiled  by  being  thrust  into  the  dry  or  muddy  ink- 
stand, and  begin  to  write.  The  pen  is  so  held, 
that  the  feathered  end,  instead  of  being  pointed 
towards  the  shoulder,  is  pointed  in  the  opposite 
direction,  directly  in  front :  the  fingers  doubled  in 
and  squeezing  the  pen  like  a  vice,  the  thumb 
thrown  out  straight  and  stiff,  the  fore-finger  en- 
closing the  pen  near  the  second  joint,  and  the 
inked  end  of  the  pen  passing  over  the  first  joint  of 
the  second  finger  in  a  perpendicular  line  to  that 
made  by  the  finger.  In  this  tiresome,  uneasy,  un- 
steady attitude  of  body,  and  the  hand  holding  the 
pen  with  a  twisted,  cramping  gripe,  the  child  com- 
pletes its  first  lesson  in  theart  of  writing. 

After  such  a  beginning,  the  more  the   child 


.#  DISTRICT    SCHOOL.  167 

writes  the  more  confirmed  will  it  become  in  its 
bad  habits.  It  cannot  improve ;  it  is  only  forming 
habits  which  must  be  wholly  discarded,  if  the 
child  ever  learns  any  thing.  But  in  this  wretched 
manner  the  pupil  is  permitted  to  use  the  pen  day 
after  day,  for  two,  or  four,  or  six  years.  The 
teacher  shows  the  scholar,  perhaps,  how  to  hold  the 
pen,  by  placing  it  in  his  own  hand  correctly,  but 
does  not  see  that  the  pupil  takes  and  keeps  the  pen 
in  the  same  position  when  writing.  If  the  pen 
should  be  held  correctly  for  a  moment,  while  the 
teacher  is  observing,  the  old  habit  will  immediately 
change  it  when  the  teacher  has  turned  his  back. 
Such  practice  and  such  instructions  afford  an  ex- 
planation of  so  much  waste  of  time  and  materials, 
of  such  slow  improvement,  and  of  so  much  bad 
penmanship. 

Another  pupil,  who  commences  writing  at  a 
more  advanced  age,  finds  the  desk  too  low,  and  from 
being  obliged  to  bend  somewhat,  soon  lies  down  upon 
the  desk  and  paper.  I  have  seldom  entered  a  dis- 
trict school  during  the  writing  hour,  without  finding 
all  who  were  using  the  pen,  or  nearly  all,  resting 
their  heads  and  shoulders  on  the  desk,  looking  hori- 
zontally at  their  work,  and  the  writing  book  thrown 
half  round,  making  its  lines  parallel  with  the  axis 
of  the  eye.  In  this  sleepy,  hidden  position,  it  is 
impossible  to  examine  and  criticise  what  we  are 
doing;  and  yet,  teachers  from  carelessness,  or 
from  having  their  attention  directed  to  some  other 
O 


KS  DISTRICT   SCBOOt. 

partof  the  school  during  the  writing  season,  almost 
universally  allow  it. 

Teachers  seldom  prepare  their  pens  previous  to 
their  being  called  for,  and  are  thus  employed  in 
mending  them  while  they  should  be  directing  the 
scholars  who  are  writing.  They  do  not  always  spe- 
cify and  describe  the  frequently  occurring  faults  in 
such  a  manner  as  to  assist  the  child  in  avoiding  them, 
and  in  improving  the  next  time  where  he  has  pre- 
viously failed.  The  criticisms  are  too  general, 
too  indefinite  to  profit  the  pupil,  and  he  continues 
after  this  useless  instruction  to  write  in  the  same 
careless  way  that  he  did  before.  Teachers  like- 
wise do  not  preserve  the  writing-books  which  have 
been  filled,  and  thus  they  are  not  able  to  compare  the 
one  just  finished  with  others  written  a  few  months 
before.  If  they  should  do  this,  the  pupil  might 
often  be  convinced  of  that  which  the  teacher  is 
unable  to  make  him  believe, — viz.  that  he  makes  no 
improvement.  Teachers  frequently  set  such  copies 
as  are  very  improper  for  the  particular  attainments 
or  habits  of  the  pupil  :  not  discriminating  or 
knowing  what  is  required. 

To  write  with  ease  and  facility  that  which 
may  be  easily  read,  is  not  only  a  desirable  accom- 
plishment, but  in  this  land  of  free  and  distant  in- 
terchange of  thought,  absolutely  necessary.  And 
as  an  irregular  blind  hand  is  not  only  a  disgrace 
to  the  writer,  but  a  consumption  of  much  valuable 
time  to  the  reader,  I  shall  give  some  directions 


DISTRICT    SCHOOI,.  159 

which  may  possibly  improve  the  present  system  of 
teaching  penmanship. 

The  child  should  commence  writing  at  an  early 
age,  as  soon  as  it  has  mastered  its  easy  spelling 
lessons.  Young  children  are  fond  of  making 
marks,  and  with  proper  attention  will  learn  to 
form  letters  as  soon,  if  not  readier,  than  they 
will  when  older.  At  this  age,  too,  the  teacher 
finds  a  difficulty  in  confining  their  restless  minds 
to  the  book  but  for  a  short  time,  and  writing 
comes  in  as  a  variety,  and  an  amusement  to  them. 
If  children  commence  writing  when  young,  they 
always  become  fond  of  it ;  but  those  who  are  not 
permitted  to  begin  till  they  are  eight  or  nine  years 
of  age,  very  frequently  show  a  dislike  to  the  pen, 
and  become  disgusted  with  the  shapeless,  uncouth 
letters  their  want  of  practice  compels  them  to  make. 
Their  pride  looks  with  scorn  upon  their  inferior 
performance,  and  they  throw  aside  the  quill  with 
contempt,  probably  nevet  to  make  another  attempt. 
I  would  say,  by  all  means,  let  children  commence 
writing  while  quite  young. 

In  their  first  exercises  they  should  use  the  slate 
and  pencil.  I  recommend  this  after  having  ob- 
served the  benefit  of  using  the  slate  and  pencil  in 
more  than  one  hundred  different  schools.  In  the 
public  schools  of  the  city  of  New- York,  I  have 
witnessed  as  elegant  specimens  of  penmanship 
as  I  ever  met  with  in  any  select  school,  or  even 
writing  school ;  and  in  all  of  these  public  schools 
the  pupils  are  required  to  use  the    slate    and 


f6d  DISTRICT    SCHOOL. 

pencil  for  a  considerable  time.  On  the  slates,  the 
pupils  should  form  letters  and  unite  them  into  words. 
The  letters  should  be  large,  and  much  care  taken  to 
give  them  their  proper  proportion.  The  teacher 
should  also  see  that  the  pencil  (which  must  be  four 
or  five  inches  long),  is  held  in  the  same  position  in 
which  the  scholars  will  afterward  be  required  to 
hold  the  pen.  Let  the  pupil  continue  to  use  the 
slate  till  he  can  form  all  the  letters  with  ease,  and 
give  them  their  due  proportion,  and  be  able  to 
unite  the  letters  with  uniformity  into  words.  If  this 
method  should  be  adopted  in  our  district  schools,  I 
am  confident  it  will  be  found  a  great  improvement 
on  the  present  practice,  which  is  to  give  the  begin- 
ner pen,  ink,  and  paper  at  first.  It  likewise  saves  a 
great  expense  ;  the  slate  and  pencil  not  costing  an 
hundredth  part  as  much  as  the  pen  and  paper. 
And  I  think  (and  teachers  who  have  used  the  slate 
agree  with  me)  that  the  scholars  improve  faster 
while  writing  on  slates,  than  they  do  while  writing 
on  paper. 

When  the  pupil  commences  writing  on  paper, 
he  should  have  a  book  made  of  at  least  four  sheets 
doubled  once,  and  well  sewed  and  covered.  At 
first,  ruled  paper  should  be  used.  The  book  should 
have  the  lines  written  out  full,  and  kept  free  from 
blots ;  and  each  pupil  should  have  an  inkstand  filled 
with  clear,  free  ink. 

This  article  in  our  district  schools  is  apt  to  be 
«Ltremely  poor»    The  parents  buy  a  paper  of  ink- 


niSTRICT   SCHOOI..  161 

powder,  and  put  it  into  a  jug  with  the  prescribed 
quantity  of  rain-water  and  vinegar.  For  a  time  it 
is  good ;  but  after  a  while  it  is  so  far  poured  out 
as  to  appear  thick.  The  practice,  then,  is  to  fill 
up  the  jug  again  with  vinegar  and  water.  The 
ink  is  now  thin  and  pale,  and  not  fit  for  use.  The 
child  carries  it  to  school,  but  does  not  like  it ;  and 
takes  the  liberty  of  running  to  one  of  its  neighbours 
to  borrow  its  penfuls,  as  they  may  be  required 
while  conti  nuing  to  write.  The  rejected  inkstand 
is  placed  one  side,  and  used  at  the  evening  meet- 
ings, religious  or  otherwise,  for  candlesticks.  The 
inkstands  containing  good  ink  are  frequently  em- 
ployed in  this  service,  and  thus  all  of  the  ink  in  the 
school-house  is  good  for  nothing,  or  worse  than 
none,  for  the  children  continue  to  use  it,  and  blot 
their  paper,  and  make  many  fruitless  attempts  to 
form  the  letters.  If  the  inkstand  should  be  so 
fortunate  as  not  to  receive  this  greasy  treatment, 
they  are,  by  the  carelessness  of  the  children,  left 
unstopped,  permitting  the  ink  to  evaporate  and 
dry  up,  the  loss  of  which  is  always  the  wreck 
of  pens  by  their  frequent  dives  after  that  which 
is  not  to  be  found.  The  inkstand  is  then  filled  up 
with  water,  and  the  diluted  stuff  is  used,  because 
the  owner  never  thinks  (or  perhaps  is  not  able)  to 
get  that  which  is  better.  Sometimes  the  ink  is 
thick,  and  does  not  run  freely  in  the  pen.  This  the 
young  penman  overlooks,  or  puts  up  with  in  the 
best  way  he  can,  though  never  able  to  make  a  fine 
08 


162  msTRicT  scHoor, 

mark  or  a  smooth  line.  I  say  then,  again,  that 
the  article  of  ink  is  not  sufficiently  attended  to 
(either  by  teacher,  pupil,  or  parent)  in  our  district 
schools. 

The  pupil  being  provided  with  a  pen,  writing- 
book,  and  an  inkstand  filled  with  free,  black  ink, 
may  take  his  seat  at  the  writing-desk.  The  desk 
should  be  about  as  high  as  the  elbow  of  the  writer 
when  the  arm  hangs  down  by  the  side,  and  the 
surface  upon  which  the  book  is  laid  should  be  but 
very  little,  if  any,  inclined.  Most  of  our  district 
school-houses  have  badly  constructed  writing-desks. 
They  are  injured,  and  stand  unsteady,  or  cut  full 
of  holes,  ridges,  and  furrows,  or  inclining  almost  to 
a  perpendicular,  making  it  about  impossible  to  keep 
the  book  on  them,  or  too  narrow,  merely  admitting 
the  paper,  and  not  any  part  of  the  arm«.  They 
should  be  altered,  and  made  firm,  wide,  and  almost 
parallel  with  the  floor,  and  of  several  heights  to  suit 
the  several  sizes  of  the  writers. 

The  pupil  at  the  desk  of  a  proper  height,  should 
sit  in  a  healthy,  easy  attitude  ;  that  is,  but  a  very 
little  bent  over;  his  left  foot  a  little  in  advance  of 
his  right ;  his  left  arm  resting  on  the  table,  its  hand 
steadying  the  paper,  and  the  body  resting  consider- 
able weight  upon  it,  and  the  left  side  of  the  body 
somewhat  nearer  the  desk  than  the  right.  The 
right  arm  should  be  left  free,  either  to  be  thrown 
out  or  drawn  in  towards  the  breast ;  it  should  re- 
ceive no  weight  of  the  body,  but  be  permitted  to 
move  ia  a  rectilineal  manner,  unwearied  and  uur 


DISTRICT  SCHOOL. 


Hi 


restrained.  The  whole  arm  should  frequently 
move,  but  the  forearm  will  be  in  constant  motion, 
permitting  the  hand  and  wrist  to  advance  across 
the  paper  as  fast  as  the  words  are  finished.  The 
pen  should  not  be  taken  from  the  paper  while 
writing  a  word,  even  the  longest  one.  The  fingers 
making  the  vertical,  or  up  and  down  strokes,  and 
the  movement  of  the  forearm  the  side,  or  what 
may  be  called  the  advance  marks.  The  pen 
should  be  held  with  the  feather  end  pointing  directly 
at  the  shoulder ;  it  should  be  raised  straight  enough 
to  pass  up  between  the  second  and  third  joint  of 
the  forefinger ;  the  thumb  a  little  bent  out,  and  the 
end  opposite  the  first  joint  of  the  forefinger,  and 
the  pen  resting  under  the  nail  of  the  second  finger, 
the  end  of  which  should  be  three-quarters  of  an 
inch  from  the  paper.  Sitting  in  the  position  above 
described,  and  having  this  hold  of  the  pen,  the  pupil 
may  begin  to  write.  The  teacher  should  keep  a 
close  eye  upon  the  writer,  lest  he  change  the  posi- 
tion of  the  body  or  the  pen.  This  position  is  easy 
and  natural,  but  former  bad  habits  may  make  it  a 
little  unpleasant  at  first.  The  paper  should  lie 
square  before  the  writer. 

The  teacher  having  his  pens  (or  pens  for  the 
younger  scholars,  for  the  older  ones  should  prepare 
their  own,)  in  readiness  beforehand,  should  have  a 
stated  time  for  writing,  when  all  should  be  engaged 
in  it  at  the  same  time.  His  cx)nstant  attention 
during  this  exercise  should  be  directed  to  the 
position  in  which  his  pupils  sit,  to  the  manner  in 


164  DISTRICT    SCHOOI.. 

which  they  hold  their  pens,  and  to  the  imperfections 
of  their  writing.  When  a  disproportionate  letter 
is  made,  the  child  should  see  it  as  such — when  some 
letters  are  too  far  from  each  other,  or  crowded  into 
too  small  a  space,  the  pupil  should  be  told  of  it,  and 
made  to  perceive  it — when  the  letters  do  not  come 
down  to,  or  reach  below  the  line,  and  are  not  uni- 
form, the  writer  should  have  his  attention  directed 
to  this  irregularity,  and  perceive  the  deformity  it 
causes.  Constant  watchfulness  is  necessary  on  the 
part  of  the  teacher  ;  for  wfien  the  strokes  of  the  pen 
are  made  correctly,  and  with  care,  every  succeeding 
mark  will  be  an  improvement ;  hut  when  they  are 
made  wrong,  every  repeated  effort  strengthens  a  had 
habit,  and  renders  the  pupil  more  and  more  unquali' 
fiedfor  becoming  a  good  writer  afterw,ards. 

As  I  have  before  said,  the  larger  pupils  should 
make  their  own  pens.  To  do  this,  each  one  should 
be  provided  with  a  good  knife,  and  be  instructed 
by  the  teacher.  One  reason  of  so  many  poor 
writers,  is  that  the  scholars  in  the  district  schools 
seldom  learn  to  make  their  pens,  and  consequently 
are  unable  to  furnish  themselves  when  one  is  re- 
quired in  after-life.  They  are  obliged  to  have  some 
one,  and  they  make  the  best  they  can,  but  it  is, 
indeed,  a  poor  thing.  This  poor  pen,  added  to 
what  they  they  have  forgotten  of  their  writing,  or 
perhaps  what  they  never  knew,  makes  a  miserable 
scrawl — their  straight  mark  would  have  been  quite 
as  honourable  ;  yet  they  have  spent  much  time  in 
learning  to  write.     It  is  but  of  little  use  to  learn  to 


DISTRICT   SCHOOL.  14$ 

write,  if  we  do  not  learn  to  make  our  pens.  Let 
all  teachers,  then,  who  attempt  to  teach  the  one, 
also  teach  the  other. 

Young  lads,  who  labour  night  and  morning,  and 
attend  school  during  the  session  hours,  should  be 
careful  not  to  over-heat  or  over-exercise  their 
hands ;  if  they  do,  the  swelling  and  trembling  will 
prevent  them  from  holding  a  steady  hand  when 
writing.  Many  commit  this  imprudence  in  their 
exercises.  They  should  also  keep  their  hands 
pliable  as  possible. 

They  should  read  writing  more  frequently  than 
they  do  ;  much  may  be  learned  from  examining 
the  beautiful  penmanship  of  others.  This  exercise, 
too,  would  enable  them  to  read  writing  with  more 
facility.  They  should  practise  writing  without 
having  their  paper  ruled.  They  will  have  to  write 
without  lines,  and  they  should  begin  at  school. 
They  should,  also,  write  without  the  copy-plate 
before  them.  Many  are  able  to  write  well  with 
this,  but  without  it  they  can  do  nothing.  Break 
away  from  it  in  school,  and  it  will  be  easier  to  do 
so  when  out. 


166  DISTRICT   SCHOOL. 


SECTION  XIII. 

THE  BEST  METHOD  OP  TEACHING  GEOGRAPHY. 

Geography,  till  within  the  last  twelve  or  four- 
teen years,  was  not  taught  in  the  majority  of  the 
district  schools  in  the  United  States.  At  the 
present  time,  geography  is  taught  in  nearly  every 
school ; — with  what  success  those  know  best  who 
have  patiently  examined  the  children  and  youth 
now  in  the  schools,  and  those  who  have  gone  out 
from  them.  I  must  say,  after  visiting  many  parts 
of  the  New-England  states  and  the  State  of  New- 
York,  for  the  purpose  of  becoming  acquainted  with 
the  condition  of  the  schools  and  the  intelligence  of 
the  people,  that  I  discovered  far  less  geographical 
knowledge  among  the  children  and  the  adults  than 
I  could  have  reasonably  expected.  I  had  known 
that  this  study  was  made  a  prominent  one,  and 
that  it  was  attractive,  and  admirably  adapted  to 
younger  scholars.  I  therefore  supposed  that  I 
should  find,  many  considerably  advanced  in  the 
study  of  geography.  I  was  painfully  disappointed. 
I  perceived  that  nearly  all  of  the  children  had  stu- 
died or  were  studying  geography,  but  that  very 
few  had  any  thing  to  communicate  on  this  subject 
in  an  intelligible  manner.    I  sought  for  the  reasons 


DISTRICT   SCHOOL.  W7 

of  this  deficiency,  and  am  convinced  that  I  have 
discovered  some  of  the  causes  which  prevent  the 
scholars  from  obtaining  this  delightful  and  useful 
knowledge.  I  will  mention  some  of  those  hinder- 
ances  which  I  perceived  wherever  I  went. 

And  first,  scholars  do  not  easily  perceive,  and 
in  many  instances  never,  the  true  figure  and  mo- 
tions of  the  earth,  from  its  representation  on  the 
plane  surface  of  maps ;  in  other  words,  there  is  a 
want  of  globes,  or  substitutes  for  them.  From  the 
description  of  the  earth  in  the  geography,  the 
child  is  told  that  the  earth  is  spherical,  but  from 
the  representation  of  it  on  the  map,  it  appears  a 
plane.  That  which  is  addressed  to  the  eye  is  much 
more  impressive  and  lasting  than  that  which  is 
made  known  by  words.  To  the  child,  the  earth 
appears  a  plane,  and  the  map  represents  it  as  such. 
No  means  are  taken  to  correct  this  wrong  impres- 
sion. It  is  true  that  the  book  says,  and  the  teacher 
likewise,  that  the  earth  is  round  like  a  ball ;  and 
the  pupil  learns  this,  but  he  never  knows  it.  Chil- 
dren, who  have  studied  geography  without  a  globe 
for  years,  have  frequently  been  heard  to  say,  when 
accidentally  meeting  with  one,  "  Why,  you  don't 
mean  that  the  earth  is  round  like  that,  and  turns  over 
so?" — "Certainly;  have  you  never  learned  that?" — 
"  Yes,  but  we  never  knew  it  before."  By  the  help 
of  the  globe,  too,  another  error  obtained  from  the 
map  is  corrected.  The  pupil  perceives  that  but 
one-half  of  the  earth  can  be  seen  at  the  same  time ; 
and  by  the  help  of  a  candle  at  night,  or  in  a  dark 


168  DISTRICT   SCHOOL. 

room,  the  motion  of  the  globe  shows  in  a  moment 
the  true  cause  of  day  and  night.  Of  all  this  the 
child  remains  ignorant  with  no  other  assistance 
than  the  map. 

Now  not  one  school  out  of  a  thousand  is  fur- 
nished with  a  globe ;  nor  is  there  a  teacher  among 
as  great  a  number  who  has  ingenuity  or  inclina- 
tion sufficient  to  supply  a  substitute.  The  conse- 
quence is,  that  after  all  the  study,  the  pupils  are 
ignorant  of  those  two  facts  which  lie  at  the  founda- 
tion of  this  department  of  knowledge. 

Secondly,  pupils  with  young  and  weak  minds, 
limited  knowledge,  and  ignorant  of  the  vocabulary 
of  geographical  terms,  are  required  to  look  round, 
and  through  the  whole  solar  system,  and  over 
every  part  of  the  habitable  or  uninhabitable  earth. 
The  whole  of  creation,  as  far  as  man's  vision  or 
imagination  ever  went,  is  brought  at  the  same  time 
before  the  unexpanded  infant  mind.  The  present 
system  of  teaching  geography  requires  the  child  to 
grasp  this  "huge  globe"  with  all  its  myriads  of 
animate  and  inanimate  existences,  and  the  innu- 
merable bodies  in  the  heavens  with  all  their  splen- 
dour and  sublimity.  These  are  all  presented  at 
once.  The  mind  is  confused,  lost ;  and  by  direct- 
ing the  eye  towards  objects  far  beyond  our  vision, 
we  remain  ignorant  of  the  things  around  us,  and 
never  behold  those  in  the  distance.  This  evil 
arises  from  the  books  now  in  use  in  most  of  our 
schools.  Books  to  remedy  it  have  lately  been  pub- 
lished,  but  as  yet  are  not  generally  introduced  in 


DISTRICT    SCHOOL.  199 

schools  a  little  remote  from  cities  or  large  vil- 
lages. This  necessary  stretch  of  mind  soon  fatigues 
the  pupil,  and  the  multiplicity  of  objects  prevents 
any  one  from  appearing  clear  and  distinct. 

Thirdly,  scholars  learn  the  definitions  of  the 
names  of  places,  hut  do  not  form  any  idea  of  their 
situation  and  appearance.  For  example, — "  A  bay 
is  a  portion  of  water  extending  up  into  the  land," 
is  repeated  by  the  pupil ;  but  not  in  one  instance 
out  of  five  hundred  is  there  any  idea  of  the  position 
of  this  body  of  water.  Scholars  commit  their 
lessons  in  geography  in  the  same  manner  they  do 
their  lesson  in  the  catechism  or  their  tables.  They 
are  never  told  that  this  language  describes  objects 
and  places.  The  study  is  a  business  of  merely  re- 
membering words,  when  it  should  be  that  of  con- 
ceiving distant  objects  and  places.  The  child  does 
not  (as  geography  is  now  taught)  make  a  transfer 
of  the  mind  to  the  things  described,  but  directs  his 
whole  energies  in  fixing  the  words  of  the  hook  in 
the  memory.  Thus  the  study  of  geography  is 
little  more  than  reciting  from  memory  a  number 
of  words  and  sentences  in  the  order  of  the  book, 
having  no  meaning  to  them  whatever. 

Fourthly,  the  representations  of  places  and  ob- 
jects on  the  map,  by  marks,  lines,  and  spaces,  do 
not  cause  the  child  to  conceive  their  true  position, 
appearance,  and  location.  The  language  of  the 
map  has  no  more  resemblance  (or  if  any,  not  enough 
to  be  of  any  assistance  to  the  pupil)  to  the 
things  it  represents  than  the  language  of  the  book. 
P 


MSTRICT   SCHOOL. 

What  similarity  is  there  between  a  shade  on  the 
map  and  a  mountain  ?  What  is  there  in  the  former 
that  can  give  the  mind  any  idea  of  the  shape  and 
magnitude  of  the  latter  ?  Again,  what  proportion 
in  the  spaces  between  places  on  the  map  and  the 
spaces  between  places  they  represent  ?  An  inch 
in  one  place,  and  it  may  be  one  hundred  or  one 
thousand  miles  in  the  other.  Maps,  then,  give  no 
idea  of  the  contiguity  or  remoteness  of  places  to 
the  young  pupil.  They  may  to  a  more  mature, 
experienced  mind ;  one  that  can  form  some  idea 
of  the  proportion  between  the  one  and  the  other ; 
but  the  scholar  does  not,  cannot  measure  by  this 
artificial  relation.  The  teacher,  then,  must  assist 
the  learner  where  language  and  maps  necessarily 
fail ;  but  the  maps  and  the  language  of  the  book, 
to  the  teacher  represent  and  describe  objects  and 
places  so  well,  that  he  can  form  a  correct  concep- 
tion of  them.  He  supposes  the  child  can  do  the 
same ;  not  thinking  that  it  is  a  new  language  to  the 
young  beginner,  and  one  that  has  no  resemblance 
to  the  things  described  or  represented ;  or  if  the 
resemblance  of  the  map  does  offer  a  little  help,  it  is 
not  enough  to  transport  the  mind  of  the  pupil  to 
the  place  or  object  in  question,  and  give  any  true 
conception.  He  therefore  does  not  come  down 
and  aid  the  pupil  where  other  helps  end,  and  his 
scholars  learn  geography  without  making  any  appli" 
cation  of  it  to  the  earth  !  ! 

Fifthly,  there  is  too  much  said  of  dress,  and  fash- 
ions, and  manners,  and  people ;  it  leads  the  pupils 


mSTRICT   SCHOOL. 


171 


to  think  of  persons,  and  not  of  places.  Geography 
should  be  studied  for  the  purpose  of  becoming  ac- 
quainted with  the  surface  of  the  earth.  It  is,  in 
fact,  a  descripticMi  of  this  part  of  our  planet  Its 
mountains,  rivers,  lakes,  islands,  oceans,  and  conti- 
nents should  be  particularly  attended  to.  The 
smaller  and  the  greater  artificial  divisions,  and  the 
varied  products,  and  the  broad  characteristics  in  ani- 
mals and  men  in  the  different  climates  of  the  earth, 
should  be  made  knoven  by  the  study  of  geography. 
But  instead  of  these  noble,  heart-stirring  subjects, 
which  fill  the  mind  with  all  that  is  grand  and 
beautiful,  varied  and  harmonious,  the  frivolities  of 
fashions,  the  oddities  of  manners  and  customs,  and 
the  petty  differences  of  nations,  lead  away  the 
mind,  and  direct  the  attention  to  that  which  is  of 
little  comparative  value,  and  soon  lost  from  the 
memory.  Geography,  too,  often  becomes  the 
biography  of  the  human  race,  or  takes  the  place 
of  history,  and  relates  the  doings  of  men  and  na- 
tions. But  the  object  of  geography  is  space,  not 
time — the  actual  appearance  of  tilings  as  they  now 
■are. 

By  not  perceiving  the  legitimate  subjects  and 
objects  of  geography,  a  multiplicity  of  things  is 
placed  before  the  mind,  and  prevents  it  from  ob- 
taining that  degree  of  knowledge  of  any  one  place 
or  subject  which  would  make  it  interesting.  In 
this  case  little  can  be  said  of  each  object,  and  the 
attention  is  so  soon  diverted  that  there  is  nothing 
fixed  in  the  memory.     The  result  is,  that  all  the 


172  DISTRICT    SCHOOL. 

time  and  labour  has  been  lost — worse  than  lost — 
spent  in  forming  bad  habits. 

These  are  some  of  the  difficulties  and  errors 
which  I  have  met  with  among  scholars  pursuing 
the  study  of  geography  in  our 'district  schools.  I 
admit  that  these  evils  are  serious ;  yet  I  believe 
that  a  remedy  may  be  had  and  applied  to  each  of 
them.  If  the  late  improvements  in  books  and 
maps,  in  connexion  with  a  globe,  and  the  assistance 
of  a  well-qualified  teacher,  should  be  introduced 
into  the  schools,  the  difficulties,  which  now  make 
the  study  of  little  value,  would  happily  disappear. 
These  changes  can  be  made  if  parents  feel  the  im- 
portance of  educating  their  children.  A  suitable 
globe  may  be  purchased  for  one  dollar.  This 
would  be  sufficient  for  the  whole  school,  and  would 
last,  with  proper  care,  at  least  two  years.  Thus 
a  district  may,  for  fifty  cents  a  year,  furnish  their 
school  with  that  which  is  indispensably  necessary 
to  the  study  of  geography,  and  for  the  want  of 
which  so  many  difficulties  and  errors  have  been 
encountered  to  discourage  and  deceive  the  scholars 
in  this  simple,  delightful  study.  Books,  which  are 
not  merely  changes,  but  real  improvements,  may  be 
had  for  the  same  price  that  is  paid  for  those  now 
in  use  in  many  of  the  schools ;  and  qualified 
teachers,  even  if  the  wages  are  increased  fourfold, 
are  always  the  cheapest.  There  is  nothing  neces- 
sarily preventive  of  the  profitable  study  of  geogra- 
phy in  our  common  schools. 

I  will  describe  the  method  of  teaching  geogra- 


DISTRICT   SCHOOL,  173 

phy  which  is  now  generally  approved  of,  and 
adopted  by  our  most  able  and  experienced  teachers. 
Children  five  or  six  years  old  may  commence  this 
study  with  advantage.  At  this  age  they  have 
learned  the  names  of  some  of  the  objects  which 
are  included  in  geography ;  and  though  it  be  but  a 
very  small  portion,  yet  they  have  seen  a  part  of 
the  surface  of  the  earth.  On  this  small  part,  and 
with  the  few  natural  objects  their  limited  range 
has  made  them  acquainted  with,  they  should  com- 
mence this  comprehensive  study.  The  rjivulet  or 
river  that  flows  by  the  side  or  near  their  dwelling, 
— the  mountain  or  the  vale  that  may  be  seen  from 
the  window,  or  by  a  short  walk  or  ride, — the 
boundaries  of  a  field  or  farm,  or  their  native  town, 
which  may  be  traced  in  person  by  a  little  travel- 
ling, may  be  viewed  and  described  by  the  child, 
and  these  made  to  furnish  its  first  lessons.  Having 
seen  the  flowing  stream  of  water  which  his  book* 
calls  a  river,  and  the  high  mass  of  earth  or  rocks 
which  is  called  a  mountain,  and  the  landmarks  or 
fences  which  divide  fields  and  farms,  and  from 
these  conceiving  the  invisible  lines  which  divide 
towns,  counties,  and  states,  he  is  prepared  to  form 
a  correct  idea  of  those  objects  and  places  which 
he  will  see  represented  on  his  map,  and  read  de- 
scriptions of  in  the  book,  but  which  he  has  never 
visited.  By  commencing  the  study  in  this  way, 
he  has  a  visible  definition  of  that  new  vocabulary 
of  words  and  terms  which  he  will  meet  in  his 
geography, 

P  2  i 


174  DISTRICT    SCHOOL. 

When  the  pupil  is  familiar  with  the  position  and 
distances  of  a  few  natural  objects,  and  can  describe 
their  appearance,  he  should  be  required  to  draw  a 
map,  and  represent  them  by  marks  on  his  slate  or 
blackboard.  Of  course,  these  will  be  rude  sketches 
at  first ;  but  let  there  be  suitable  instruction  from 
the  teacher,  and  repeated  trials,  till  a  pretty  correct 
outline  is  formed. 

In  the  first  place,  let  the  pupil  draw  a  map  of 
his  room  ;  representing  its  outlines,  its  benches  and 
chairs,  tl^e  stove  and  fireplace,  the  instructer's  desk, 
&c.  When  there  is  some  likeness  in  this  sketch, 
let  the  map  be  enlarged,  and  take  in  the  school- 
house,  the  play-grounds,  and  the  fields,  and  the 
more  prominent  objects  in  the  immediate  vicinity. 
Let  such  lines  and  marks  be  used  to  represent  ob- 
jects and  places,  now  under  the  «ye  of  the  pupil, 
as  are  used  on  the  map  to  represent  similar  places 
*and  objects  which  the  pupil  has  never  seen.  After 
there  has  been  sufllieient  instruction  and  practice 
on  this  enlarged  sketch  to  give  it  some  likeness  to 
the  original,  let  a  map  be  drawn  which  embraces 
the  neighbouring  river,  or  creek,  and  mountain, 
and  adjacent  farms.  Let  lines  representing  the 
roads,  the  boundaries  of  fields,  and  the  streams  of 
water,  be  delineated  with  proportion,  and  in  the 
right  place ;  and  let  marks  for  the  natural  and 
artificial  lines  and  objects  have  their  right  shape 
and  position.  A  mere  outline,  including  some  of 
the  most  conspicuous  objects,  is  all  that  should  be 
required  at  this  stage  of  the  study.     The  pupil  now 


DISTRICT   SCHOOL.  175 

knows  the  use  of  a  map,  and  has  taken  the  first 
steps  in  learning  to  execute  one  which  shall  repre- 
sent any  part  of  the  earth.  With  a  little  assistance 
from  a  pleasant  teacher,  this  may  be  made  a  most 
delightful  exercise  for  young  pupils. 

The  most  pleasing  and  correct  method  of  study- 
ing geography,  or,  what  is  the  same  thing,  the  sur- 
face of  the  earth,  would  be  to  visit  in  person  every 
place  and  object  upon  the  globe.  As  this  is  more 
than  one  could  do,  even  by  spending  his  whole 
life  in  travelling,  and  as  the  greater  part  who 
wish  to  pursue  this  study  have  the  privilege  of 
travelling  over  but  a  very  small  part  of  this  earth, 
some  other  means  must  be  taken  to  obtain  in- 
formation of  places  which  they  will  never  see. 
The  only  means,  except  going  to  places  ourselves, 
are  the  close  study  of  those  books  which  have  been 
written  by  many  learned  travellers,  or  people  re- 
siding in  the  different  parts  of  the  world,  and  which 
contain  a  description  of  the  objects,  beings,  and 
surface  of  the  earth.  The  best  book  among  this 
class  is  the  geography,  accompanied  by  a  map,  the 
latter  having  such  a  representation  of  the  earth 
that  you  may  cast  your  eye  over  the  figure  of  its 
great  surface  at  once.  By  a  close  attention  to  this 
geography  and  map,  you  can,  it  may  almost  be 
said,  visit  every  spot  on  the  earth  which  would  be 
worth  your  notice.  They  are  the  stages  and  ships 
of  the  mind,  which,  leaving  the  body  at  home,  carry 
the  mind  around  and  over  the  whole  earth.  You 
should  take  a  passage :  and  if,  in  passing  along,  some 


175  DISTRICT    SCHOOL. 

remarkable  object  or.  place  is  pointed  out,  examine 
it  well,  that  you  may  be  able  to  describe  it  to  others, 
whose  minds  have  staid  at  home  as  well  as  their 
bodies. 

A  map,  now,  of  the  native  state  should  be  drawn, 
and  all  the  information  had  concerning  it  which  the 
pupil  can  obtain  from  the  geography.  The  towns 
and  counties  should  be  shown  on  the  map,  and 
some  of  the  most  remarkable  natural  and  artificial 
objects.  A  map  of  the  United  States  may  be  drawn 
in  outline,  and  the  scholar  permitted  to  get  some 
general  knowledge  of  each  state.  These  outlines 
may  be  sketched  on  large  slates,  or,  what  is  better, 
on  a  blackboard  ;  the  scholar  having  a  map  before 
him  for  his  guide.  I  know  of  no  exercise  so  bene- 
ficial to  the  pupil  as  that  of  drawing  maps.  It 
develops  those  faculties  which  make  a  well-pro- 
portioned mind.  The  memory,  to  bring  back  to 
the  attention  whatever  we  may  have  learned  con- 
cerning the  place  the  pencil  is  delineating— con- 
ception, to  bring  vividly  before  the  mind  that  which 
the  map  represents — the  imagination,  in  combining 
the  individual  elements  of  nature — abstraction,  in 
separating  various  objects  and  facts  from  each  other 
— comparison,  in  painting  a  likeness  on  the  map — 
reason,  in  discerning  the  connexions  of  objects, 
and  the  relations  of  the  parts  to  the  whole — taste, 
in  the  close  examination  of  nature,  that  we  may 
give  a  true  likeness,  and  imagination,  by  sending 
out  the  mind  to  the  most  distant  part  of  the  earth, 
are  all  in  constant  exercise,  making  that  just  pro- 


DISTRICT   SCHOOL,  17% 

portion  and  beautiful  symmetry  so  desirable  in 
every  mind. 

Each  state  should  now  be  taken  up  separately 
by  the  scholar,  and  made  familiar  to  his  mind,  till 
the  study  of  all  the  states  in  the  Union  has  been 
thorough  and  minute.  When  this  is  done,  the 
teacher  should  make  the  scholars  acquainted  with 
the  globe,  if  he  has  one,  and  if  not  he  can  use  some 
round  substance  as  a  substitute.  The  figure  and 
motions  of  the  earth,  with  its  natural  and  artificial 
divisions,  are  what  the  scholars  require  to  know. 
They  now  see  the  cause  of  day  and  night;  the 
great  quantity  of  water  on  the  earth ;  the  two 
continents ;  the  position  of  islands  and  lakes,  and 
the  situation  of  the  United  States  in  the  Western 
Continent.  After  several  lectures  from  the  teacher 
on  the  globe,  the  scholars  should  direct  their  atten- 
tion to  Canada  and  Mexico,  and  then  to  South 
America.  Then  the  oceans  and  seas  should  be 
studied ;  their  situation,  comparative  size,  their 
motions,  inhabitants,  and  use,  made  known  to  the 
inquiring  mind.  There  should  now  be  daily  refer- 
ence to  the  globe.  The  use  of  the  lines  of  latitude 
and  longitude,  and  the  equator  should  be  seen,  and 
their  assistance  received  in  learning  the  distances 
and  positions  of  places.  The  agreement  between 
the  map  and  the  globe  should  be  seen. 

The  teacher  should  be  careful  that  the  scholars 
learn  the  direction  of  places  from  the  map.  From 
a  neglect  here,  scholars  who  are  considered  pro- 
ficients in  geography  do  not  know  whether  Eng- 


17$  DISTRICT    SCHOOL. 

land  is  north,  east,  west,  or  south  from  them. 
They  should  take  such  views  on  the  globe,  that 
they  will  know  at  once  the  direction  or  point  of 
compass  of  any  place  on  the  earth.  If  the  teacher 
will  direct  the  attention  of  the  class  to  this  par- 
ticular point,  they  will  learn  the  relative  situation 
of  countries  in  a  short  time.  This  is  necessary  to 
be  known  on  many  accounts.  News  is  coming 
from  every  quarter  every  day ;  and  when  a  place 
is  mentioned,  the  position  and  direction  should  be 
instantly  conceived.  I  have  often  seen  scholars, 
who  had  been  "  through  the  geography,"  and  yet 
did  not  know  whether  Maine  was  east  or  south ; 
Virginia,  south  or  west.  This  ignorance  of  direc- 
tion is  great,  and  should  have  the  especial  attention 
of  the  teacher.  The  distances  of  places,  Ukewise, 
should  be  taught ;  the  length  and  breadth  of  the 
state;  the  number  of  miles  to  the  most  noted 
places,  and  the  distances  between  them  should  be 
familiar  to  the  pupil.  This  is  seldom  the  case; 
but  it  is  useful  and  important  knowledge.  The 
boundaries  of  the  states  should  be  so  familiar  to 
the  mind  that  the  position  of  each  one  would  occur 
immediately.  A  map  of  all  the  countries  in  Eu- 
rope should  be  drawn,  and  the  geography  of  each 
attentively  studied,  as  the  scholar  may  have  time. 
Asia  should  come  next,  followed  by  Africa.  The 
particular  attainments  and  age  of  the  pupil  must 
direct  the  discriminating  teacher.  No  directions 
but  those  which  are  very  general  can  be  given. 


DISTRICT   SCHOOt.  179 

I  would,  however,  earnestly  recommend  the  in- 
ductive method  which  I  have  described.  I  am 
satisfied,  that  from  the  constitution  of  the  mind,  and 
the  nature  of  the  study,  it  is  the  best.  It  is  Hke- 
wise  adopted  by  our  most  experienced  teachers ; 
and  I  hope  will  soon  be  received  wherever 
geography  is  taught. 


SECTION  XIV. 

THE    BEST    METHOD   OF    TEACHING   ARITHMETIC. 

From  this  science  very  little  is  obtained  in  our 
district  schools,  which  is  of  any  practical  use. 
There  is  much  compulsive,  uncertain,  and  laborious 
study  of  arithmetic ;  but  it  is  often  in  vain,  from  the 
manner  in  which  it  is  taught,  since  the  scholar  gets 
but  very  little  in  return  for  his  labour  that  is  valu- 
able or  practical.  Those  who  have  received  no- 
thing more  than  a  common  school  education,  ob- 
tain their  practical  knowledge  of  the  science  of 
numbers,  not  from  their  instructions  or  study  in 
school,  but  from  their  own  invention,  and  the  re- 
wards of  experience.  There  is  in  the  country  but 
a  small  quantity  of  arithmetic  in  use  which  came 
from  the  schools ;  necessity  has  taught  the  people 


180  DISTRICT   SCHOOL. 

what  they  ought  to  have  learned  at  school  when 
young,  and  when  they  were  wasting  so  much  time 
and  money  to  no  purpose.  After  making  such 
observations  as  justify  these  assertions,  and  reflect- 
ing on  the  misapplication  of  so  much  time  and 
effort,  it  is  natural  to  inquire  why  this  is  so. 

Are  the  books  in  use  filled  with  unintelligible 
rules  and  impracticable  examples  ?  Do  the  teachers 
omit  the  practical  application  of  the  principles  they 
teach  ?  or  do  the  scholars  but  half  know  what  they 
have  the  credit  of  having  learned  ?  To  each  of 
these  inquiries  we  may  reply,  to  a  great  extent,  in  the 
affirmative.  Books  now  in  use  at  a  little  distance 
from  cities  and  large  villages,  in  which,  indeed, 
some  improvements  have  appeared  within  a  few 
years,  are  blind  and  difficult  to  the  scholars,  and 
present  the  art  of  calculating  by  numbers  in  an  un- 
natural, discouraging  form.  The  magnitude  of  the 
examples  is  so  great  that  the  child  forms  no  cor- 
rect idea  of  the  numbers  which  constitute  them. 
The  reasoning  from  them,  therefore,  the  child  can- 
not comprehend.  These  examples,  likewise,  are 
abstract  numbers.  The  child's  mind  is  not  pre- 
pared for  perceiving  abstract  numbers  and  quanti- 
ties with  sufficient  clearness  and  distinctness  to  be 
able  to  connect  them  with  practical  examples,  the 
only  use  any  one  can  make  of  them  which  is  of  any 
value.  The  pupil's  mind  is  perplexed  and  wearied 
with  these  large,  unmeaning  examples,  which  he 
considers  altogether  useless,  and  without  any  practi- 
cal connexion  whatever.     This  is  the  first  idea 


BISTRICT   SCHOOL.  181 

which  is  obtained  from  the  arithmetic ;  and  it 
generally  goes  along  with  them  until  they  relinquish 
the  unpleasant  study.  In  most  cases  the  figures 
are  new  to  the  child,  and  the  quantities  they 
represent  he  can  form  no  conception  of;  and  a 
darker,  more  disagreeable  study,  the  pupil  hopes 
he  never  will  have  to  undertake.  Such  is  the  com- 
mencement (from  the  nature  of  the  first  lessons  of 
the  books  now  in  use)  of  the  study  of  arithmetic. 
What  the  child  dislikes  at  first,  it  seldom  becomes 
fond  of  afterwards. 

The  first  step  being  but  imperfectly  understood, 
the  pupil  is  not  fitted  to  take  the  second,  and  con- 
sequently, from  being  unable  to  help  himself,  re- 
quires the  aid  of  the  teacher.  The  teacher's  ex- 
planations do  not  assist  him,  for  he  is  not  prepared 
for  them  on  this  point — he  does  not  understand 
the  first  step.  The  instructer  supposes  the  pupil 
stupid,  and  the  pupil  thinks  that  he  has  attempted 
what  is  too  difficult  for  him  to  comprehend. 
The  third  step  is  tried,  but  with  less  success, 
for  in  the  science  of  numbers  the  after  steps  al- 
ways require  a  knowledge  of  those  which  have 
gone  before.  In  this  manner  the  scholar  is  forced  a 
short  distance  into  the  arithmetic  without  knowing 
where  he  is,  or  what  he  is  doing.  The  whole  is  a 
mystery,  for  in  reality  nothing  has  been  learned. 

The  teacher  requires  the  scholars  to  commit  the 
rules  to  memory,  but  never  gives  or  demands  a 
single  reason  for  one  of  them.  The  pupil  has  not 
understood  the  examples — knows  nothing  about 

Q 


182  DISTRICT   SCHOOL. 

the  facts  upon  which  the  rules  are  founded  ;  and 
of  course  does  not  understand  the  rule,  or  see  any 
direction  or  application  in  it.  The  teacher  is 
peremptory  for  the  memoriter  recitation  of  the 
rule,  and  the  scholar,  after  many  accusations  of  his 
memory,  and  much  protracted  labour,  is  able  (from 
the  mere  association  of  words,  for  he  has  not,  during 
the  hundred  readings,  got  an  idea)  to  repeat  the 
rule  without  the  book.  I  have  frequently  met 
with  some  of  the  larger  scholars  who  could 
promptly  and  accurately  repeat  every  rule  in  the 
arithmetic,  and  yet  not  able  to  apply  in  practical 
life  the  most  simple  one,  nor  did  they  know  one 
reason  for  any  of  them.  How  can  they  expect 
that  such  knowledge  will  be  of  any  use  ?  The 
great  thing  aimed  at  with  teachers,  seems  to  be 
the  ready  recitation  of  the  rule  from  memory,  rather 
than  tile  ready  application  of  it  to  practical  pur- 
poses. 

The  tables,  also,  which  ought  to  be  committed 
before  any  progress  is  attempted,  are  either  en- 
tirely overlooked,  or  less  than  half  learned.  The 
child  is  at  work  in  the  rule  of  multiplication,  and 
does  not  know  how  many  four  multiplied  by  four 
make.  Every  time  he  multiplies  he  is  sent  to  the 
multiplication  table.  This  constant  reference  to 
that  which  he  ought  to  know,  interrupts  his  opera- 
tions— he  forgets  the  last  step  he  took,  and  on  ex- 
amination the  sum  is  wrong.  In  this  manner  he 
goes  through  the  rule ;  and  still  ignorant  of  the 
table.    He  is,  perhaps,  ciphering  in  the  compound 


DISTRICT  SCHOOL.  l8t 

rules,  but  does  not  know  one  of  the  tables  of 
weights  and  measures  !  If  any  thing  is  done,  there 
must  be  a  constant  turning  back  to  the  tables : 
and  there  they  should  keep  till  they  know  them.  In 
the  every-day  transactions  of  business,  these  tables 
are  required,  but  the  pupils  have  never  learned 
them,  and  are  thus  compelled  to  spend  considerable 
time  in  hunting  up  a  book  that  will  inform  them,  or 
to  make  confession  of  their  ignorance,  and  beg  the 
knowledge  from  some  one  of  the  company — a 
shameful  resort,  indeed,  for  one  who  has  had  the 
opportunity  of  acquiring  this  necessary  knowledge. 
If  the  tables  had  been  thoroughly  learned  at  first, 
there  would  not  have  been  this  delay  and  embar- 
rassment in  working  the  sum  in  the  school-room, 
or  in  transacting  the  necessary  business  of  life  out 
of  it.  But  few  scholars  graduate  at  our  district 
schools,  who  are  able  to  recite  the  one-twentieth  part 
of  the  tables.  They  are  consequently  unprepared 
for  the  most  common  transactions  in  practical  life. 
There  is  another  defect  found  in  nearly  every 
school.  The  scholar  has  been  labouring  on  a  sum 
for  some  time,  but  cannot  get  it  right.  He  carries 
it  to  the  teacher,  who  takes  the  slate  to  himself 
and  does  the  sum,  the  scholar  at  the  same  time 
looking  at  something  else.  The  slate  is  returned 
■with  the  sum  done  out,  and  the  boy  takes  his  seat. 
Does  he  now  examine  the  work  of  the  teacher, 
and  see  what  was  done  to  obtain  the  answer? 
Not  at  all.  Why  ?  Did  the  teacher  explain  it  to 
Jjdin?    No*    Has  he  any  more  knowledge  of  the 


184  DISTRICT   SCHOOL. 

sum  now  than  he  had  before  he  went  to  the  in- 
structer  ?  No.  What  does  he  do  then  ?  Why, 
he  rubs  out  the  sum  and  proceeds  to  the  next.  He 
has  got  over  it,  he  has  gained  so  much  towards  the 
end  of  the  book ;  whether  he  can  do  the  sum  or 
not  is  of  no  consequence  to  him  or  trouble  to  the 
teacher.  Such,  it  is  frequently  seen,  is  the  indif- 
ference of  the  teacher,  and  the  superficiality  of  the 
scholar. 

In  the  books  on  the  subject  of  arithmetic  now  in 
general  use  in  district  schools,  the  scholar  meets 
with  but  few  practical  examples.  Their  nature, 
and  the  form  in  which  they  are  presented,  differ 
widely  from  the  examples  which  occur  in  the 
affairs  of  life.  The  youth,  not  seeing  that  the 
general,  leading  principles  are  the  same  in  both 
cases,  knows  not  how  to  apply  the  knowledge  of 
the  school-room  as  an  assistant  in  his  calculations 
when  abroad.  I  have  known  lads  who  have 
"gone  through"  the  arithmetic,  requested,  while 
standing  by  the  counter,  to  ascertain  the  amount 
of  several  articles  of  goods,  or  yards  of  cloth, 
which  they,  or  their  mother,  or  their  sister  have 
just  been  purchasing,  but  would  hesitate,  and 
finally  mention  a  sum  which  they  had  no  certainty  of 
the  correctness  of,  and  after  all  take  the  merchant's 
account  with  not  even  practical  knowledge  suffi- 
cient to  examine  it. 

Why  should  this  be  so  ?  Two  reasons.  The 
books  are  deficient  in  practical  exercises,  and  the 
teacher  does  not  direct  the  scholar's  mind  from  the 


DISTRICT   SCHOOL.  1^ 

abstract  principles  and  examples  of  the  book  to 
their  practical  use.  If  the  teacher  had  frequently 
proposed  such  sums  as  occurred  in  the  store,  the 
scholar  would  know  how  to  go  to  work,  his  expe- 
rience would  give  him  facility  and  correctness^ 
and  the  instruction  of  the  teacher  would  always  be 
present  for  his  assistance.  Teachers  do  not  bring 
enough  of  the  sales  and  purchases,  the  measurements 
and  calculations  of  the  world  into  the  school-room. 
When  a  scholar  has  learned  a  general  principle,  or 
an  abstract  proposition,  the  teacher  should  see- 
whether  or  not  the  scholar  can  make  any  use  of  it^ 
— whether  he  can  show  its  practical  bearing,  and 
apply  it  to  the  every-day  business  going  on  in  the 
world.  But  this  is  seldom  done,  and  the  scholar 
is  little  benefited. 

If  a  promiscuous  sum  is  given  to  a  lad  taught 
in  this  manner,  he  does  not  examine  the  nature  of 
the  sum,  and  find  out  the  relations  of  its  parts,  and 
the  first  steps  necessary  to  be  taken,  but  immedi-^ 
ately  tries  to  find  an  analogy  between  it  and  some 
one  which  he  has  been  told  how  to  work.  The 
sum  does  not  suggest  its  appropriate  rule,  and  he 
knows  not  what  one  to  apply.  After  doubtfully,, 
and  probably  incorrectly,  trying  one  rule,  and  then 
another,  and  then  a  third,  he  gives  up  in  despair ; 
the  sum  is  laid  aside,  or  worked  out  by  the  teacher^ 
never  to  be  looked  at  by  the  scholar. 

These  are  some  of  the  errors  in  the  present 
systems  of  teaching  arithmetic.  The  reasons  why 
scholars  obtain  so  little  that  is  of  any  practical  use 
Q  2. 


186  DISTRICT    SCHOOI/. 

from  this  branch  of  knowledge  in  our  district 
schools,  can  now,  we  think,  be  clearly  perceived. 
I  will  now  give  some  directions,  that  some  of  these 
errors,  at  least,  may  be  avoided,  and  that  the 
science  of  arithmetic  may  be  made  pleasant  and 
useful. 

When  a  child  begins  to  use  its  senses,  the  first 
thing,  probably,  which  takes  its  attention,  is  the 
figure  or  form  of  material  objects.  The  next  thing 
noticed  is  number,  or  the  existence  of  many  sepa- 
rate individual  objects.  Thus  the  child  learns  to 
count  a  few  of  the  first  numbers  very  early,  gene- 
rally before  it  knows  the  names  of  the  letters. 
Having  the  idea  of  number,  and  being  able  to 
count  a  short  distance,  it  is  constantly  making 
small  calculations.  These  operations  are  per- 
formed on  their  playthings,  and  other  visible,  tan- 
gible objects  which  draw  their  attention.  They 
add  one  quantity  or  number  to  another :  they  take 
one  quantity  from  another,  and  they  divide  a  quan- 
tity into  several  parts.  The  method  which  chil- 
dren take  to  perform  these  mental  operations  is 
not  always  the  most  expeditious,  and  hence  the 
necessity  of  giving  them  instructions  in  what  they 
are  delightfully  and  naturally  engaged  in.  It  will 
not  do  to  give  them  rules  at  first.  The  judicious 
parent  or  instructor  will  encourage  these  natural 
operations,  performed  in  whatever  manner  Nature 
may  direct.  After  they  are  able  to  view  what 
they  have  done,  and  reflect  upon  these  calcula- 
tions, some  defects  should  be  pointed  out,  and  some 


DISTBICT   SCHOOL.  IMF 

improvements  suggested.  Such  encouragement 
and  direction  will  enable  children,  at  an  early  age, 
to  form  a  great  variety  of  combinations  of  numbers.. 
At  this  age  the  mind  may  be  assisted  by  sensible 
objects.  Abstract  quantities  or  numbers,  the  child 
cannot  distinctly  comprehend ;  a  visible,  tangible 
sign  should  be  used  to  represent  them. 

As  soon  as  the  child  is  familiar  with  the  exam- 
ples which  come  under  the  four  simple  rules,  ad- 
dition, subtraction,  multiplication,  and  division,  he 
may  commit  a  brief  comprehensive  rule  for  each. 
These  rules  being  founded  on  the  very  operations 
he  has  already  made  and  understands,  have  a 
meaning  in  them,  and  they  will  give  him  more 
accuracy  and  expedition.  Beans,  or  nuts,  or  any 
small  objects  which  children  may  handle,  can  be 
used  to  represent  the  abstract  numbers.  For  ex- 
ample, the  child  has  five  chestnuts,  and  we  wish  to 
make  it  perform  the  operation  of  taking  two  from 
five,  and  then  telling  the  remainder.  We  take 
away  two  of  the  chestnuts,  and  ask  it  how  many 
it  now  has.  The  reply  is  three.  Then  two  from 
five,  how  many  remain  ?  The  child  answers 
readily,  three.  An  answer  it  would  not  have 
given  if  there  had  not  been  a  visible  illustration 
of  the  quantity  taken  away  and  the  quantity  left. 
By  increasing  the  number  of  the  chestnuts,  and 
then  dividing  them  among  several  individuals,  in- 
volved questions  in  addition  and  division  may  be 
answered.     These  visible,  tangible  signs  may  be 


188  DISTRICT   SCHOOL^ 

made  to  represent  almost  any  proportion  or  rela- 
tion in  the  combinations  of  numbers.  The  propor- 
tion of  the  Rule  of  Three  may  be  seen  at  a  glance. 
Let  three  chestnuts  be  placed  by  the  side  of  six 
others,  and  four  more  by  the  side  of  eight  others. 
The  child  then  sees  that  three  are  to  six  as  four 
are  to  eight ;  or,  in  the  words  of  the  abstract  rule, 
the  first  term  is  to  the  second  as  the  third  is  to  the 
fourth ;  or,  let  us  take  three  quantities  :  three  chest- 
nuts are  placed  by  the  side  of  six  others,  and  these 
six  by  the  side  of  twelve.  Now,  the  child  sees 
that  three  are  to  six  as  six  are  to  twelve.  By  this 
means,  that  proportion,  at  the  glance  of  the  eye,  is 
made  known,  which  is  seldom  perceived  by  work- 
ing every  example  under  the  rule.  Visible,  tangi- 
ble signs  in  the  hands  of  an  ingenious,  ^"wc^zaoMs 
teacher,  may  greatly  simplify  and  facilitate  the  ac- 
quisition of  knowledge.  They  may  be  used  with 
advantage  in  geometry  and  the  still  higher  branches 
of  mathematics.  Care,  though,  should  be  taken  that 
these  sensible  signs  are  not  carried  too  far.  There 
is  danger  when  too  much  dependance  is  placed 
upon  them,  of  making  the  mind  averse  to  deep, 
abstract  thought;  thus  preventing  the  discipline 
it  should  always  acquire  in  this  study.  They 
should  not  prevent  the  mind  from  thinking — they 
should  make  it  think  clearly^ 

After  the  pupil  can  perform  with  ease  a  few  ex- 
amples in  each  of  these  simple  rules,  the  multiplica- 
tion table  should  be  learned.  This  is  always  a 
great  task  to  scholars.    It  is  with  difficulty  they 


DISTRICT    SCHOOL.  l#ft 

keep  their  minds  fixed  upon  the  numbers,  and  they 
generally  forget  one  line  while  studying  the  next. 
This  discourages  them,  and  they  now  try  to  learn 
the  whole  at  once.  For  days,  and  weeks,  and 
months,  and  frequently  years  they  read  it  over  and 
over,  but  yet  are  unable  to  fix  it  in  the  memory. 
I  have  known  scholars  imbued  with  a  thorough 
hatred  to  the  whole  science  of  numbers,  from  the 
difficulty  they  found  in  committing  the  multiplica- 
tion table.  Now  all  of  this  difficulty  is  occasioned 
by  not  being  made  to  master  one  part  at  once ;  by 
running  carelessly  over  the  whole  with  the  eyes 
or  the  organs  of  speech,  and  the  mind  directed  to 
something  else,  or  wandering  without  any  object 
in  view.  If  the  pupil  would  have  patience  to  con- 
fine himself  to  one  part,  and  commit  that  thoroughly 
to-day;  and  to-morrow  another  small  part;  and 
the  next  day  a  little  more,  he  would  in  a  week's 
time  so  fix  the  whole  table  in  his  memory,  that  it 
would  always  be  ready  for  his  use.  The  multipli- 
cation table  is  easily  learned,  if  scholars  will  study 
right ;  and  this  should  be  the  business  of  the  teacher 
to  oversee.  The  whims  of  children  on  this  subject 
have  too  much  latitude  in  our  district  schools. 
The  memory  has  not  been  exercised,  and  the  effort 
is  new  and  almost  always  difficult  to  be  made ; 
but  the  teacher  should  remember  that  disciplining 
the  mind  is  as  much  his  duty  to  his  scholars  as  im- 
parting information.  The  habit  should  now  be 
formed  of  continued,  fixed  concentration  of  mind 
to  one  object.     When  the  scholars  are  committing 


190  DISTRICT    SCHOOL. 

the  tables,  the  teacher  has  a  fine  opportunity  of 
commencing  this  discipline  ;  and  he  is  culpable  if 
he  does  not  improve  it. 

When  the  multiplication  table  is  familiar  to  the 
memory,  the  pupil  may  be  permitted  to  work  the 
examples  under  the  simple  rules,  as  far  as  the  com- 
pound rules.  Here  the  pupil  must  stop  and  learn 
the  tables  of  weights  and  measures.  A  knowledge 
of  these  will  not  only  be  necessary  to  understand 
and  perform  the  examples  under  the  compound 
fules,  but  absolutely  necessary  in  the  business  of 
after-life.  To  know  how  many  gills  make  a  pint ; 
how  many  inches  a  foot,  and  feet  a  yard,  and 
miles  a  furlong  or  degree,  is  required  of  every 
one  who  lives  in  the  society  of  men.  These  tables 
are  generally  learned  so  superficially,  that  the 
scholar  has  forgotten  them  by  the  time  he  has 
gone  through  the  next  rule  in  advance. 

When  the  pupils  can  say  them  forwards,  or  back- 
wards, or  any  other  way  chance  may  present  them, 
let  examples  which  come  under  the  tables  be  given 
to  the  scholars.  Working  these  will  recall  the 
tables,  and  give  the  pupils  an  opportunity  of  seeing 
their  use  and  application.  The  teacher  should  give 
the  class  practical  sums,  not  found  in  the  book, 
requiring  a  knowledge  of  these  weights  and  mea- 
sures. After  the  compound  rules  and  reduction  are 
mastered,  the  pupils  may  advance  to  those  more 
complicated.  It  should  always  be  the  aim  of  the 
teacher,  when  questions  are  asked  by  the  pupil,  to 
ask  such  other  questions  as  will  enable  the  pupil  to, 


DISTRICT   SCHOOL.  191 

answer  his  own.  Knowledge  which  we  discover 
ourselves  is  more  acceptable  and  useful  than  that 
which  others  tell  us.  The  teacher  should  explain  the 
rules,  show  their  application,  and  then  throw  the 
scholar  upon  their  direction.  He  should  strive  to 
make  the  pupil  think  for  himself,  and  believe  that 
the  book  is  all  the  assistance  he  wants,  which  gene- 
rally is  the  case  with  the  late  improved  ones.  If 
the  pupil  is  not  assisted  by  the  rule,  a  second  ex- 
planation must  take  place.  No  part  should  be 
passed  over  not  understood. 

Some  of  the  rules  of  the  arithmetic  have  a  more 
direct  application  with  the  labouring  classes  of 
society  than  others.  These  should  receive  a  par- 
ticular attention.  The  simple  rules,  compound 
rules,  rule  of  three  direct,  and  interest,  are  among 
this  number.  A  knowledge  of  them  will  make  men 
ready  and  accurate.  Under  these  the  teacher 
should  multiply  practical  examples,  making  them 
famiUar  in  every  shape. 

And,  lastly,  teachers  should  aim  at  rapidity  of 
operation  in  all  of  the  arithmetical  exercises.  It 
is  a  great  advantage  to  do  a  sum  quickly,  as  well 
as  accurately.  Great  rapidity  in  numerical  cal- 
culations may  be  attained  by  exercising  ourselves 
in  thinking  quickly.  This  habit,  likewise,  will  ac- 
custom the  mind  to  be  active  on  other  subjects. 
Thus  the  two  legitimate  objects  of  the  science  will 
be  gained,  useful  knowledge  and  mental  discipline. 


•Mf  DISTRICT   SCHOOL. 


SECTION  XV. 

THE    BEST   METHOD   OF   TEACHING   GRAMMAR. 

Grammar  may  be  termed  the  science  of  lan- 
guage ;  and  language,  in  the  most  extensive  sense, 
is  the  instrument  or  means  of  communicating  ideas 
and  affections  of  the  mind  and  body  from  one  ani- 
mal to  another.  The  language  of  brutes  is  inarti- 
culate sounds,  but  the  language  of  man  is  articulate 
sounds  and  written  signs  or  characters.  These 
characters  are  combined  into  words,  and  when 
brought  before  the  eye  (from  the  common  consent 
of  men  and  common  usage)  represent  to  us  the 
ideas  of  others.  When  these  elementary  characters 
or  letters  are  united  into  words  and  inscribed  on 
paper,  or  any  substance  which  receives  their  form, 
they  are  called  a  written  language.  Grammar, 
then,  as  a  science,  treats  of  the  natural  connexion 
between  these  words,  and  makes  known  the  prin- 
ciples which  are  common  to  all  languages.  These 
principles,  upon  which  the  grammar  of  a  language 
is  founded,  are  not  arbitrary  or  variable,  but  fixed 
and  universal.  They  are  formed  from  the  natural, 
permanent  phenomena  of  the  language  in  the  same 
way  that  the  principles  of  Natural  Philosophy  are 
formed  from  the  phenomena  of  nature.    The  author 


DISTRICT    SCHOOL.  1^ 

of  a  grammar  collects  these  facts  and  phenomena 
of  a  language,  and  from  them  forms  the  principles 
which  make  the  science  of  the  language. 

The  grammarian  sees  in  every  language  several 
classes  of  words  of  the  same  nature  ;  to  each  class 
he  gives  a  name.  For  instance,  words  which  re- 
present things,  or  whatever  we  may  form  a  notion 
of,  he  calls  nouns.  Another  class  he  calls  verbs, 
another  adjectives,  and  he  finally  perceives  in  the 
English  language  and  names  nine  classes  of  words. 
Their  natural  distinctions  are  always  seen,  and 
make  what  is  called  the  nine  parts  of  speech. 

Again,  these  classes  of  words  have  various  rela- 
tions to  each  other,  and  are  sometimes  modified  by 
what  they  represent.  These  relations  and  modifi- 
cations give  rise  to  what  grammarians  call  number, 
case,  mood,  tense,  &c.  Every  individual  has  the 
same  opportunity  of  observing  these  facts  and 
phenomena  in  a  language,  that  the  individual  had 
who  wrote  the  grammar.  The  author  examined 
the  language  as  it  is,  and  has  given  you  what  he 
discovered.  He  has  written  out  a  science  which 
is  so  obvious  to  all,  and  at  the  same  time  so  simple, 
that  any  one  may  learn  it ;  and  they  may  not  only 
learn  it,  but  they  may  make  a  practical  use  of  it ; 
for  the  whole  object  of  the  science  is  to  enable  every 
person  to  write  and  speak  with  ease,  force,  and 
correctness. 

To  do  this  is  very  desirable  to  all.  Every  per- 
son must  use  language,  and  when  it  is  used  well, 
there  is  a  force  and  beauty  given  to  the  ideas  which 
R 


194  DISTRICT    SCHOOL. 

they  otherwise  would  never  have.  Thus  grammar 
becomes  an  important  study  to  all.  Without  this 
study^  men  will  use  either  too  many  or  too  few 
words  in  expressing  their  ideas — they  will  use 
those  which  do  not  mean  what  they  intend  to  say ; 
or  those  which  express  more  or  not  as  much  as 
they  mean.  They  will  put  words  in  the  wrong 
place,  making  their  ideas  obscure  or  unintelligible  ; 
and  thus  they  will  always  employ  that  powerful 
instrument,  by  which  they  act  upon  the  minds  of 
others  in  an  awkward,  disagreeable,  and  powerless 
manner. 

I  am  aware  that  grammar  has  been  considered 
a  difficult  subject,  especially  to  younger  scholars. 
But  I  apprehend  that  most  of  the  difficulties  have 
arisen  rather  from  the  manner  it  has  been  taught, 
than  from  the  nature  of  the  science.  He  who  can 
bring  two  things  together  and  see  whether  they 
are  alike  or  unlike,  and  understand  a  thing,  and 
perceive  its  qualities  and  relations  to  other  things 
it  may  stand  connected  with,  may  learn  the  gram- 
mar of  his  language,  and  be  able  to  make  use  of 
what  he  has  learned,  whenever  there  is  an  occa- 
sion of  speaking  or  writing.  1  know  how  dry  and 
useless  scholars  in  our  common  schools  have  found 
this  study.  The  custom  is  for  all  to  study  gram- 
mar, yet,  as  far  as  I  have  examined,  I  have  never 
met  with  many  scholars,  educated  in  the  district 
schools,  who  were  benefited  in  the  least.  Nearly 
every  pupil  could  repeat  the  grammar  from  begin- 
ning to  end  with  great  fluency.     It  was  manifest. 


DISTRICT    SCHOOL.  195 

that  in  all  their  study  on  the  grammar  they  had  exer- 
cised no  other  faculty  than  the  memory.  They  had 
been  taught  to  consider  their  grammar  as  something 
which  required  to  be  committed,  and  nothing  more. 

Years  had  been  spent  in  doing  this,  and  yet 
the  scholar  was  just  as  unable  to  distinguish  a  part 
of  speech,  to  apply  a  rule,  or  construct  a  sentence, 
as  if  he  had  spent  the  whole  of  that  time  in  com- 
mitting to  memory  words  and  sentences  to  which 
he  could  connect  no  meaning  whatever.  The 
scholars  had  spent  months,  and  more  frequently 
years,  in  parsing,  but  had  used  the  dictionary  to 
find  out  what  part  of  speech  the  word  in  question 
was,  and  then  guessed  its  modification  and  gov- 
ernment. If  they  guessed  what  the  teacher  con- 
sidered as  right,  they  went  on,  and  nothing  further 
was  said ;  if  the  guessing  was  wrong,  the  teacher 
corrected  them,  and  the  only  manifestation  they 
had  to  give  of  understanding  why  they  were  wrong 
and  the  teacher  right,  was. their  ability  to  repeat 
the  teacher's  correction,  and  then  pass  on  to  guess- 
ing out  the  next  word.  Thus  the  time  which 
scholars  devote  to  the  study  of  grammar  in  our 
common  schools,  is  spent  in  committing  to  memory 
and  parsing  by  guess. 

Now  why  does  not  committing  the  grammar 
to  memory  qualify  the  scholar  for  distinguish- 
ing parts  of  speech;  for  seeing  their  relations 
to  each  other,  and  for  perceiving  their  government  ? 
Why  does  he  not  parse  with  some  correctness,  with 
some  certainty  of  the  truth  of  what  he  is  saying  ? 
Is  the  grammar  which  he  has  committed  good  for 


196  DISTRICT   SCHOOL. 

nothing  ?  or  has  he  not  mental  capacity  sufficient 
to  understand  it  ?  or  has  he  been  taught  to  under- 
stand what  he  has  been  learning,  and  make  a 
practical  use  of  it?  We  believe  the  fault  is  sug- 
gested by  the  last  question  ;  though  the  books  are 
not  faultless,  for  the  best  system  we  have  seen  may 
be  improved  either  in  its  definitions  or  arrange- 
ment, or  its  adaptation  to  the  youthful  mind; 
and  we  know,  too,  that  some  have  commenced  the 
study  too  young,  or  with  minds  not  sufficiently  cul- 
tivated ;  but  the  main  cause  of  scholars  not  deriving 
any  benefit  from  studying  grammar,  is  their  not 
understanding  the  rules  and  definitions  they  have 
learned. 

Scholars  seldom  know  even  the  object  of  gram- 
mar. How  can  they  know  what  application  to 
make  of  it  ?  But  few  teachers  know  how  to  assist 
the  pupil  in  the  study  of  grammar.  The  most  of 
them  do  not  understand  it  themselves,  and  it  can- 
not be  expected  that  they  will  give  what  they  do 
not  possess.  I  know  of  nothing  in  which  our  dis- 
trict schools  are  so  defective  as  they  are  in  the 
art  of  teaching  grammar.  An  entire  change  is 
necessary  in  the  system  now  adopted.  The  study, 
instead  of  exercising  only  the  memory  by  com- 
mitting the  words  and  sentences  of  the  book,  and 
the  organs  of  speech  by  pronouncing  after  the 
teacher,  should  appeal  to  the  judgment,  and  to  what 
has  already  been  learned,  for  assistance  in  making 
farther  progress.  We  think  the  study  of  grammar, 
if  rightly  taught,  is  level  with  the  capacities  of 


DISTRICT    SCHOOL.  197 

scholars  in  our  district  schools  at  an  early  age. 
To  get  a  practical  knowledge  of  the  science  is  not 
difficult ;  the  disputed  points  in  the  philosophy  of 
the  language  may  be,  but  these  do  not  belong  to 
the  learner.  Scholars  are  constantly  violating  the 
plain  simple  rules  of  their  language,  and  the  object 
of  their  attending  to  the  grammar  is  to  obtain  that 
knowledge  of  the  construction  of  the  language 
which  will  enable  them  to  avoid  this  inaccuracy, 
so  offensive  to  good  taste,  and  so  disgraceful  to  its 
author. 

That  the  study  may  become  a  pleasant  and 
profitable  employment  to  all  who  engage  in  it,  I 
will  describe  a  system  which  has  been  thoroughly 
tested,  and  is  now  adopted  by  eminent  teachers. 
It  has  been  my  lot  to  study  grammar  in  the  same 
way  it  is  now  taught  in  the  district  schools,  and  I 
am  confident  that  I  learned  nothing  which  was  of 
any  benefit  to  me.  I  know  that  it  was  always  a 
dark,  uncertain,  disagreeable  study,  disliked  by  the 
pupils,  and  avoided  as  much  as  possible  by  the 
teacher.  I  have,  likewise,  personally  observed  the 
practice  of  the  system  that  I  am  now  about  to  re- 
commend, and  shall  have  the  advantage  of  speak- 
ing from  experience. 

When  a  scholar  opens  his  grammar,  he  meets 
(after  a  few  preliminary  remarks)  with  the  names 
of  nine  parts  of  speech,  or  classes  of  words.  These 
names  or  words  are  entirely  new  to  him — he  has 
never  met  with  them  before,  and  he  of  course  has 
but  a  mere  conjecture  of  what  they  mean.  By 
R2 


198  DISTRICT    SCHOOL^ 

looking  farther,  he  sees  these  technical  terms  de- 
fined. He  reads  or  commits  to  memory  the  defi- 
nition ;  but  the  definition  has  by  no  means  given  a 
full,  distinct  idea  of  the  meaning  of  the  term. 
There  are  two  reasons  why  the  definitions  have 
failed  in  doing  that  for  which  they  were  intended. 
The  first  is,  the  definitions  in  the  grammars  now 
in  use  are  miserably  deficient  within  themselves. 
They  either  include  words  which  are  unintelligible 
to  the  scholar,  or  are  of  so  abstract  a  nature,  or  so 
complicated,  that  they  are  as  blind  and  as  unmean- 
ing as  the  technical  term  itself.  The  great  im- 
portance of  giving  correct  definitions  to  this  art 
has  never  been  duly  appreciated.  There  are  in 
these  nine  parts  of  speech,  the  noun,  the  article^ 
the  adjective,  the  pronoun,  the  verb,  the  adverb, 
the  preposition,  the  conjunction,  and  interjection, 
proper  and  natural  differences  ;  and  the  best  way 
of  preparing  the  young  mind  to  distinguish  these 
differences/.is  to  tell  in  a  clear,  direct  manner  what 
these  terms  are.  Unless  he  has  a  true  perception 
of  the  thing,  and  can  tell  what  it  is,  he  will  not 
know  how  to  distinguish  it  from  that  which  may 
have  some  resemblance.  These  defective  defini- 
tions cause  great  indistinctness  in  getting  the 
Btieaning  of  these  first  elements  which  constitute 
the  science. 

The  second  reason  is,  scholars,  from  their 
previous  habits  of  study,  do  not  suppose  they  can 
understand  what  they  read.  They  have  never 
been  required  to  do  this  i  in  learning  to  spell,  they 


DISTRICT    SCHOOL.  UP 

pronounced  words  without  connecting  with  them 
any  meaning ;  and  they  have  learned  to  read  or 
pronounce  words  in  sentences  without  attaching 
any  meaning ;  and  they  now  in  like  manner  pro- 
nounce the  words  which  make  the  definitions  of 
the  grammatical  terms,  without  even  thinking  they 
have  a  meaning  which  ought  to  be  perceived  and 
understood  by  them. 

Now,  that  a  scholar  may  commence  right,  he 
should  have  an  accurate,  distinct  definition  of  each 
part  of  speech.  If  the  book  does  not  make  the 
definition  of  the  term  clear  and  intelligible  to  the 
pupil,  the  teacher  should  do  this  by  examples  and 
illustration.  The  teacher  should  also  see  that  the 
pupil  thinks  of  what  he  is  saying,  and  that  he  under- 
stands what  the  words  mean.  Let  the  instructor 
select  a  noun  (and  this  should  be  done  when  the 
scholar  first  commences  the  study,  not  after  he  has 
committed,  as  the  usual  practice  is,  the  whole 
grammar),  and  request  the  pupil  to  tell  the  part  of 
speech :  this  the  pupil  will  generally  do,  if  he  un- 
derstands the  meaning  of  the  word  that  is  selected^ 
and  the  definition  of  a  noun.  If  he  does  not  under- 
stand the  meaning  of  both,  he  will  only  guess; 
there  will  be  no  certainty.  And  here  can  be  seen 
the  reasons  of  so  much  guessing  in  the  parsing  exer- 
cises— ignorance  of  the  sentiment  they  are  parsing, 
and  of  the  definitions  of  the  parts  of  speech.  Let 
the  teacher  point  out  a  large  number  of  words 
which  are  names  of  things,  or  names  of  notions  in 
the  mind,  and  ask  the  pupils  their  part  of  speech. 


200  DISTRICT    SCHOOI,. 

When  they  can  readily  distinguish  a  noun,  let  the 
teacher,  to  see  if  the  scholars  understand  the  defi- 
nition of  the  term  noun,  mention  some  words 
which  belong  to  other  parts  of  speech,  and  thus 
ascertain  whether  they  can  distinguish  the  noun 
from  other  words  by  its  definition.  Then  the 
teacher  should  require  the  pupils  to  point  out 
nouns,  and  tell  why  they  are  so.  When  they  are 
accurate  and  ready  in  this  exercise,  the  instructer 
should  teach  them  to  distinguish  between  the 
singular  and  plural  numbers.  This,  as  there  are 
but  two  numbers,  they  will  soon  do.  They  should 
be  told  distinctly  what  made  a  noun  singular  and 
what  plural.  Then  let  them  name  nouns  of  each 
number. 

After  this,  let  them  learn  the  gender  of  nouns. 
Let  them  know  what  gender  means,  and  require 
them  to  mention  nouns  in  the  masculine  gender, 
and  then  some  of  the  feminine,  and  others  of  the 
neuter  gender.  On  this  they  should  practise  till 
the  gender  of  any  noun  is  perceived  instantly;  and 
then  they  should  know  the  distinction  between 
proper  and  common  nouns.  After  this  the  person 
of  nouns  should  be  attended  to ;  that  the  one  that 
speaks  is  first  person ;  the  one  that  is  spoken  to 
second  person ;  and  the  person  or  thing  spoken 
of  is  third  person.  And  lastly,  in  this  first  exer- 
cise with  nouns,  let  their  case  be  understood.  Let 
them  know  that  case  means  condition,  and  that 
this  condition  alters  according  to  the  relations  the 
word  may  have  to  others  in  the  same  sentence. 


DISTRICT   SCHOOL.  5301 

Let  these  relations  be  seen,  so  that  case  will  always 
be  known.  Now  the  scholars  should  parse  the 
noun  in  its  states.  Let  the  words,  for  example, — 
"  Father's  house"  be  given.  Let  them  tell  the  part 
of  speech  of  father's ;  whether  a  proper  or  common 
noun  ;  what  gender ;  what  person ;  what  number ; 
and  what  case.  Let  them  go  through  with  the 
word  house  in  the  same  way.  This  exercise  on 
the  noun  should  be  continued  for  a  considerable 
time.  This  is  all  interesting,  and  may  be  made  in- 
telligible to  small  scholars.  By  this  means  they 
will  understand  the  terms,  and  learn  to  think  and 
discriminate  between  the  several  conditions  of 
words  of  the  same  part  of  speech.. 

At  this  point  let  the  two  articles  be  pointed  out 
by  the  teacher,  and  the  distinction  between  the  two, 
and  the  nature  and  use  of  each  made  plain  to  the 
pupil.  Let  their  position  before  nouns  be  seen, 
and  the  general  use  of  "  an"  instead  of  "  a"  before 
words  beginning  with  a  vowel. 

After  this,  let  the  class  of  words  called  adjectives 
be  given  to  the  pupils  for  their  next  lessons.  Let 
the  teacher  show  the  class  the  nature  of  adjectives ; 
that  they  include  those  words  which  are  added  or 
joined  to  nouns  for  some  purpose,  generally  to  ex- 
press their  quality.  Let  the  scholars  see  that  they 
have  neither  number,  gender,  or  case  ;  that  the  ad- 
jective never  changes,  except  in  its  degrees  of  com- 
parison; and  that  these  degrees  are  three.  Let 
a  number  of  words  from,  the  class  of  adjectives  be 


202  DISTRICT    SCHOOL. 

shown  to  the  class  ;  and  they  required  to  tell  why 
they  are  in  this  class  of  words. 

Now  the  teacher  should  name  the  three  parts 
of  speech  which  the  class  have  learned ;  say,  "  a 
wise  man,**  and  request  the  scholar  to  parse  it. 
The  scholars  then  say,  that  "  a"  is  an  indefinite 
article,  and  tell  the  reason, — that  "  wise"  is  an  ad- 
jective, because  it  describes  the  qualities  of  "  man." 
Then  the  pupil  should  be  taught  the  formation  and 
nature  of  the  positive,  comparative,  and  superlative 
degrees.  "When  he  understands  these,  he  should 
put  those  in  the  positive  state  into  the  other  states, 
and  name  the  comparative  and  positive  states  of 
those  he  finds  in  the  superlative.  He  should  be 
exercised  for  some  time  in  learning  the  nature  of 
adjectives,  and  in  changing  them  through  their 
degrees. 

The  class  of  words  called  "  pronouns"  should 
be  attended  to  next.  The  scholars  should  know 
distinctly  what  a  pronoun  is,— the  difference  be- 
tween the  three  kinds  clearly  perceived,  and  the 
appropriate  use  of  this  part  of  speech.  The  pupil 
now  should  be  exercised  in  pointing  out  the  words 
that  belong  to  the  class  of  pronouns,  and  likewise 
tell  which  are  relative,  and  which  are  personal, 
and  which  are  adjective.  After  sufficient  exercise 
in  this,  the  scholar  may  go  to  the  "  verbs." 

As  this  is  a  complicated  part  of  speech,  the 
teacher  should  proceed  with  order,  distinctness, 
and  thoroughness.    Care  should  be  taken  to  give 


DISTRICT   SCHOOL.  203 

the  pupil  a  correct  definition  of  the  name,  "  verb." 
As  nouns  are  names  of  things,  so  verbs  are  the 
names  of  actions. 

Let  a  number  of  words  belonging  to  the  class 
of  verbs  be  shown  to  the  pupils  ;  let  their  use  and 
nature  be  seen,  and  all  the  properties  by  which 
they  differ  from  other  parts  of  speech.     The  pupil 
should  not,  at  present,  attend  to  the  distinctions 
between  the  active,  passive,  and  neuter  verbs,  or 
the   peculiarities   of   the   irregular  verbs.      The 
simple  definition  of  a  verb,  free  from  any  of  its 
modifications,  is  sufficient  now  to  fix  in  the  pupil's 
mind.      The   scholars  may  then  be   taught  that 
verbs  have  person,  number,  mood,  and  tense.     The 
last  two  words  are  new  to  them,  and  should  be 
defined  intelligibly.     When  they  know  the  use  of 
mood  and  tense  by  a  variety  of  examples  from  the 
teacher,  they  should  attend  to  the  different  moods 
and  several  tenses.     There  is  so  much  technical 
phraseology  in  this  part  of  all  grammars,  and  the 
differences  in  the  forms  of  the  verb  so  nice  and  ab- 
stract, that  the  teacher  will  find  it  necessary  to  be 
copious  in  his  examples,   and  ingenious   in   his 
illustrations.     The  pupil  should  conjugate  one  of 
the  verbs  through  the  active  voice.     In  doing  this, 
the   appropriate   form   of  the   moods  and  tenses 
should  be  remembered.     When  the  child  is  familiar 
with  the  active  voice,  let  it  attend  to  the  passive^ 
carefully  comparing  it  with  the  active,  and  noting 
all  the  distinctions.     After  the  conjugation  of  this, 
let  the  neuter  verb  be  studied  in  the  same  way. 


304  DISTRICT   SCHOOI.. 

Then  the  auxiliary  verb  "to  have,"  and  the 
irregular  verbs  may  be  learned.  A  little  order 
and  patience  on  the  part  of  the  student,  and  familiar 
illustration  on  the  part  of  the  teacher,  will  soon 
obtain  the  mastery  of  the  verb. 

When  this  is  done,  let  the  nature  and  use  of  the 
"  adverb"  be  the  subject  of  the  lesson.  The  words 
it  qualifies,  the  several  classes,  &c.,  the  pupil  should 
distinctly  see.  Then  the  **  prepositions,"  with  their 
usual  position,  and  their  use  in  connecting  words 
with  one  another  by  showing  their  relations. 
Then  the  "  conjunction,"  with  the  distinction  be- 
tween the  copulative  and  disjunctive,  and  the  use 
of  each.  And,  lastly,  the  "  interjection,"  serving  to 
express  the  emotions  of  the  speaker  or  writer. 

The  pupil  is  now  supposed  to  understand  the 
terms  that  he  is  obliged  to  use  in  the  study  of 
grammar,  and  also  to  be  acquainted  with  the  nine 
sorts  of  speech,  and  their  most  usual  modifica- 
tions. Much  of  the  language  of  the  grammar  was 
entirely  new  to  the  scholar,  and  he  may  now  con- 
sider himself  as  through  the  driest  and  most  diffi- 
cult part. 

At  this  stage  of  the  study,  the  pupils  should  be 
detained  some  time  in  acquiring  readiness  and  ac- 
curacy in  naming  the  diflferent  classes  of  words, 
and  in  putting  them  through  their  respective  and 
various  modifications.  When  this  can  be  done 
without  hesitating  or  missing,  the  pupil  should 
learn  and  apply  the  rules  of  syntax.  For  this  ex- 
ercise he  is  now  prepared ;  he  can  now  see  the 


i 


DISTRICT    SCHOOL.  20$ 

reason  of  having  rules.  The  facts  and  phenomena 
upon  which  the  rules  are  founded  he  has  been 
attending  to ;  he  knows  what  gave  rise  to  them, 
— how  they  were  made,  and  their  true  use. 

By  this  method  he  has  learned  grammar  in  the 
same  way  that  he  acquired  knowledge  when 
Nature  was  his  teacher ;  the  particulars  before  the 
generals,  the  facts  before  the  principles.  To  fill 
the  mind  with  general  rules,  without  knowing  a 
reason  for  one  of  them, — to  compel  the  pupil  to  give 
them  without  seeing  their  application,  to  load 
the  memory  with  undefined  terms, — to  expect  the 
pupil  to  discriminate  between  things  which  must 
and  will  appear  to  him  to  be  the  same,  and  to  re- 
peat words  for  years  without  annexing  to  them 
one  idea,  is  the  present  mode  of  teaching  grammar. 
The  system  that  I  have  now  recommended,  in  the 
bands  of  a  competent  teacher,  will  secure  interest 
to  this  science,  and  ensure  practical  knowledge  from 
its  study. 

When  scholars  see  the  properties,  relations,  and 
government  of  words,  they  should  be  exercised  on 
false  etymology;  sentences  of  this  nature  being 
given  to  them  for  correction.  The  teacher  should 
always  make  them  give  their  reasons  for  the  altera- 
tion. Then  the  scholars  should  examine  sentences 
which  present  false  syntax.  The  instructer  should 
always  watch  for  faulty  sentences  in  the  conver- 
sations or  compositions  of  his  pupils.  When  he 
detects  any,  their  authors  should  be  required  to 
correct  them  by  their  knowledge  of  grammar, 
S 


206  DISTKICT  SCHOOL. 

The  scholar  should  make  constant  use  of  this 
knowledge  in  correcting  the  bad  grannmar  he  will 
be  sure  to  hear  in  every  society ;  and  he  himself 
should,  after  this,  "write  and  speak  with  pro- 
priety.". 


SECTION  XVI. 

HISTORY   SHOULD    BE    MADE    A   STUDY   IN   DISTRICT 
SCHOOLS. 

The  American  youth  have  sadly  neglected  the 
history  of  their  country.  I  know  of  nothing  so 
easily  acquired,  so  highly  important,  so  useful  to 
all,  and  at  the  same  time  so  thrilling  in  interest, 
concerning  which  the  American  people  manifest  so 
much  ignorance.  Many  of  those  who  have  had  the 
higher  privileges  of  education  are  familiar  with  the 
histories  of  the  nations  of  antiquity ;  are  well  ac- 
quainted with  the  histories  of  the  more  distinguished 
nations  of  the  present  day  ;  and  yet  almost  entirely 
ignorant  of  the  history  of  their  own  people  and 
country.  Histories  which  are  purchased  and  read 
are  not  histories  of  our  forefathers ;  but  of  foreign, 
remote  nations,  or  those  who  are  now  gone  from 
the  earth.  We  turn  our  attention  to  the  doings 
and  sayings  of  other  nations,  as  if  there  vs^as  nothing 


DISTRICT   SCHOOL.  20V 

instructing  or  interesting  in  our  origin,  growth,  and 
greatness.  How  seldom  do  we  meet  with  men, 
even  aniong  the  better  informed,  who  are  able  to 
rehearse  their  country's  deeds,  or  call  the  names  of 
those  who  toiled  and  bled  for  their  country's  liberty ! 
This'  is  not  the  tribute  we  owe  to  those  who  bled 
for  our  blessings.  The  youth  of  this  free  and  in- 
dependent government  should  prize  the  American 
history  as  the  great  register  of  civil  rights  and 
noble  deeds.  They  should  embalm  it  upon  their 
memory,  and  be  ready,  at  all  times,  to  repeat  the 
story  of  their  liberties.  No  lessons  are  more  use- 
ful than  those  we  learn  from  history.  They  are 
counsels  from  the  experience  of  nations.  The 
light  that  history  sheds  upon  time  now  gone  illu- 
mines the  time  that  is  yet  to  come.  History  is  the 
great  telescope  of  the  future.  Then,  who  is  so 
well  prepared  to  foresee  his  country's  destiny,  or 
labour  for  his  country's  good,  as  that  man  who  has 
been  taught  by  his  country's  history  ?  What  man 
can  value  his  nation's  liberty  and  prosperity,  ex- 
cept he  has  read  their  cost  ?  Yet,  how  few 
of  those  who  are  now  our  country's  hope,  and 
soon  will  be  her  men  and  rulers,  who  know  any 
thing  of  her  history  1  There  is  scarcely  a  primary 
school  where  it  is  taught,  and  but  few  of  the  higher 
schools  make  it  an  important  study !  This  should 
not  be  so.  The  history  of  the  United  States  should 
be  taught  at  home,  and  at  school,  and  in  conversa- 
tion by  the  way-side.  Every  member  of  society, 
•  every  citizen  of  this  commonwealth,  should  be  in- 


208  DISTRICT   SCHOOL. 

timately  acquainted  with  every  bright  example  or 
important  event  in  our  history.  These  should  be 
the  themes  of  our  highest  eloquence,  and  to  them  , 
we  should  ever  appeal.  What  is  there  of  more 
interest  to  the  American  youth  than  the  first  settle- 
ment of  this  great  continent?  Where  did  these 
bold  spirits  come  from,  and  what  was  their  after 
history?  Who  did  they  find  here,  and  what  has 
been  the  friendship,  or  enmity,  between  the  native 
and  the  European  ?  What  was  the  character  of 
the  first  settlers  of  this  New  World, and  under  what 
government  did  they  live  for  some  time  ?  Is  the 
government  the  same  now,  and  if  not,  when  was 
the  change,  and  what  were  the  causes  ?  What 
were  the  consequences  of  refusing  to  obey  the  gov- 
ernment o(  others,  and  declaring  ourselves  an 
independent  people?  Who  were  the  great  men 
foremost  in  this  noble  work  ?  How  many  did  we 
number  when  we  fought  for  our  liberty  1  Who 
suffered  and  died  for  freedom  ?  How  long  were 
we  in  achieving  our  independence  ?  Who  assisted 
us  ?  How  much  was  the  nation  in  debt  at  that 
time  ?  Who  were  the  great  leaders  in  the  struggle 
for  liberty?  How  have  they  been  honoured? 
What  distinguished  men  have  lived  since  ?  What 
has  been  our  increase  and  prosperity  ?  What 
changes  are  we  making  on  this  continent?  How 
are  we  regarded  by  other  nations,  and  what  are 
our  prospects? 

Who  is  there,  that  enjoys  the  bounties  of  this  land 
and  the  blessings  of  its  liberty,  that  does  aot  war,t 


DISTRICT   SCHOOI..  208 

to  answer  these  questions,  and  many  others  like 
them  ?  What  youth  is  willing  to  step  into  man- 
hood, ignorant  of  this  wise  and  deeply  interesting 
volume,  which  our  history  presents  ?  The  history 
of  the  United  States  should  be  taught  in  every 
district  school ;  and  it  should  always  be  studied 
with  a  map.  Historical  information  will  give 
interest  to  places,  and  lend  a  charm  to  geography. 
A  knowledge  of  history  will  tell  us  how  others  have 
lived,  and  enable  us  to  compare  ourselves  with  the 
past,  and  prepare  ourselves  for  the  future. 


I 


SECTION  XVII. 

COMPOSITION    SHOULD    BE    PRACTISED    IN    DISTKICT 
SCHOOLS. 

Composition  is  but  little  attended  to  in  our  com- 
mon schools.  Scholars  are  seldom  required  ta 
combine  and  arrange  their  ideas  ;  and  they  rarely 
put  their  knowledge  of  any  subject  into  the  form  of 
a  written  language.  This  is  one  of  the  great  de- 
fects in  the  present  system  of  teaching.  There 
are  several  reasons  for  this.  To  compose  well 
is  not  a  necessary  qualification  in  the  teacher, 
under  the  present  system  of  inspection.  In  ninety- 
nine  cases  out  of  a  hundred,  the  inspectors  never 
S2 


210  DISTRICT    SCHOOEi. 

inquire  or  ascertain  whether  or  not  the  candidate 
can  think  naturally  and  connectedly  on  any  one 
subject,  and  clothe  his  thoughts  with  language 
which  is  appropriate  and  grammatical :  and  the 
consequence  is,  that  but  few  teachers  compose  with 
ease  or  correctness.  What  they  perform  with 
difficulty  and  imperfectly,  they  will  not  feel  dis- 
posed (and  if  they  did  would  be  unable)  to  teach 
others.  Hence  the  art  of  composing  has  but 
¥ery  little  importance  in  the  estimation  of  the 
teacher,  and  is  entirely  disregarded  by  the  scholars. 
Parents  are  not  in  the  habit  of  composing,  and  take 
no  pains  to  have  the  art  taught  their  children. 
They  are  pleased  when  it  is  discovered  that  their 
child  writes  a  good  letter ;  but  the  means  of  en- 
suring this  excellence  they  wholly  ;  disregard. 
They  seem  to  forget  that  the  ability  of  expressing 
one's  thoughts  with  readiness  and  perspicuity,  is 
acquired  only  by  long  practice  and  good  instruc- 
tion. They  do  not  see  that  an  apprenticeship  in 
this  is  as  necessary  as  in  any  thing  else ;  thus,  they 
do  not  consider  that  which  would  give  their  chil- 
dren this  desirable  qualification. 

The  scholars  suppose  composition  a  mystery; 
something  that  does  not  belong  to  them,  but  to  those 
who  have  great  learning  and  a  wonderful  genius. 
They  look  upon  it  as  a  thing  impossible  that  they 
should  learn  to  write ;  and  what  they  regard  so  far 
beyond  their  reach,  they  never  make  any  efforts  to 
obtain.  I  know  of  nothing  for  which  scholars^ 
usually  have  such  an  abhorrence,  and  which  they 


DISTRICT  SCHOOI,.  311 

make  such  efforts  to  shun,  as  composition.  They 
struggle  with  the  vacant,  undisciphned  mind  till 
they  become  exhausted,  and  then  give  up  in  de- 
spair. They  feel  that  their  labour  has  been  fruit- 
less and  wearisome,  and  are  heartily  glad  to 
escape,  wishing  never  to  resume  the  task  again. 

One  cause  of  the  difficulty  is  an  improper 
choice  of  their  subject.  They  generally  select  one 
which  they  know  nothing  of;  one  that  would 
puzzle  a  skilful  writer  to  handle  intelligibly;  and 
one  that  is  abstract  and  indefinite,  and  altogether 
above  their  comprehension.  By  trying  to  grasp 
subjects  of  this  kind,  the  mind  perceives  nothing 
distinctly ;  the  thoughts  become  vague  and  uncer- 
tain, and  the  little  that  may  be  written,  after  much 
toil,  is  unconnected  and  dissatisfactory.  Another 
difficulty  is,  they  think  that  they  must  write  some- 
thing that  no  one  else  has  written,  and  that  their 
very  language  must  be  in  a  new  idiom,  or  else  it 
cannot  be  considered  as  their  own.  Thus,  by  se- 
lecting subjects  with  which  they  are  unacquainted, 
and  which  their  minds  are  not  able  to  investigate, 
and  by  supposing  that  something  perfectly  original 
and  new  must  be  produced,  they  put  obstacles  in 
the  way  which  neither  patience  nor  perseverance 
can  overcome ;  and,  after  repeated  efforts,  they 
consider  composition  to  be  something  that  some 
gifted  few  only  have  executed  by  a  sort  of  magical 
and  supernatural  power. 

In  other  arts,  it  is  usual  to  begin,  for  the  sake  of 
practice,  with  the  easiest ;  but  the  reverse  takes 


212  mSTEICT   SCHOOL. 

place  in  learning  the  art  of  composing.  The 
scholar  has  a  harder  task  assigned  him,  and  one 
in  which  he  is  less  likely  to  succeed  than  he  will 
meet  with  in  the  actual  business  of  life.  The 
scholars  choose  such  subjects  that  they  know  not 
what  to  say  or  how  to  say  it.  They  select  sub- 
jects about  which  they  have  scarcely  any  informa- 
tion, and  no  interest, — concerning  which  they  know 
little,  and  care  still  less.  And  hence  it  commonly 
happens,  that  an  exercise,  composed  with  diligent 
care  by  a  young  pupil,  will  be  very  greatly  in- 
ferior to  a  real  letter  written  by  him  to  his  friends 
on  subjects  that  interest  him.  On  real  occasions 
of  after-life,  for  which  his  school  exercises  were  de- 
signed to  prepare  him,  he  will  find  that  he  writes  both 
better  and  with  more  facility  than  on  the  artificial 
occasion,  as  it  may  be  called,  of  composing  a  de- 
clamation. And  he  will  discover  that  he  has  been 
attempting  to  learn  the  easier  by  practising  the 
harder.  But,  what  is  worse,  it  will  often  happen 
that  such  exercises  will  have  formed  a  habit  of 
stringing  together  empty  commonplaces  and  vapid" 
declamations ;  of  multiplying  words,  and  spread- 
ing out  the  matter  thin ;  of  composing  in  a  stiff, 
artificial,  and  frigid  manner;  and  that  this  habit 
will  more  or  less  cling  through  life  to  one  who 
has  been  thus  trained,  and  will  infect'all  his  future 
compositions. 

The  only  preventive  of  these  evils  is  a  most 
scrupulous  care  in  the  selection  of  such  subjects  for 
exercises  as  are  likely  to  be  interesting  to  the  pupil. 


DISTRICT  SCHOOL.  213 

and  on  which  he  has,  or  may  (with  pleasure,  and 
without  much  toil)  acquire  sufficient  information. 
Such  subjects  will  of  course  vary,  according  to  the 
learner's  age  and  intellectual  advancement;  but 
they  had  better  be  rather  below  than  much  above 
him.  Compositions  on  such  subjects,  and  in  a  free, 
natural,  and  simple  style,  may  be  thought  puerile 
by  those  who  practise  the  opposite  mode  of  teach- 
ing ;  but  you  will  see  a  picture  of  the  writer  him- 
self; boyish,  indeed,  it  may  be,  in  looks  and  sta- 
ture, in  dress  and  demeanour,  but  lively,  unfet- 
tered, and  natural,  giving  a  fair  promise  for  man- 
hood ;  and,  in  short,  what  a  boy  should  be.  In 
education,  we  should  consider  what  is  becoming 
and  appropriate  in  each  period  of  life. 

First,  subjects  for  composition  should  be  drawn 
from  the  .studies  the  pupil  is  engaged  in ;  relating, 
for  instance,  to  the  characters  or  incidents  of  any 
history  he  may  be  reading.  Secondly,  subjects 
drawn  from  any  conversation  he  may  have  listened 
to  {with  interest)  from  his  seniors ;  or,  thirdly,  re- 
lating to  the  amusements,  familiar  occurrences,  and 
every-day  transactions  which  are  likely  to  have 
formed  the  topics  of  conversation  among  his  fa- 
miliar'friends.  These  subjects  may  be  intermingled 
with  as  great  a  variety  as  possible.  And  the 
teacher  should  frequently  recall  to  his  own  mind 
these  two  considerations  ;  first,  that  since  the  bene- 
fit proposed  does  not  consist  in  the  intrinsic  value 
of  the  composition,  but  in  the  exercise  of  the  pupil's 
mind,  it  matters  not  how  insignificant,  the  subject 


^lA  DISTRICT   SCHOOL. 

may  be,  if  it  will  but  interest  him,  and  thereby 
afford  him  such  exercise.  And,  secondly,  that  the 
younger  and  more  backward  each  scholar  is^  the 
more  unfit  will  he  be  for  abstract  speculations,  and 
the  less  remote  must  be  the  subject  proposed,  from 
those  individual  objects  and  occurrences  which 
always  form  the  first  beginnings  of  the  furniture 
of  the  youthful  mind. 

Instruction  and  exercise  in  the  art  of  composi- 
tion ought  to  have  a  prominent  place  in  all  our 
primary  schools.  Collecting  and  arranging  their 
ideas  would  learn  the  scholars  to  think.  It  would 
learn  them  to  think  patiently  and  correctly ;  and 
it  would  confine  the  action  of  the  mind  to  one 
subject.  Thus,  the  exercise  would  correct  the 
greatest  of  all  evils  in  our  system  of  education, 
viz.  the  want  of  clear,  connected  thought. 

It  would  do  more  ;  it  would  show  the  scholar 
how  much  he  knew  of  the  subject  which  he  has 
been  studying.  Scholars  are  generally  very 
much  deceived  respecting  the  real  amount  of 
their  knowledge.  They  think  they  know  much 
more  than  they  actually  do.  After  they  have 
read  a  book  through,  or  finished  a  study,  a  few 
general  ideas  or  prominent  outlines  may  be  re- 
membered, and  from  these  the  scholar  supposes 
he  has  mastered  the  whole.  But  when  he  is  re- 
quired to  communicate  his  knowledge,  or  to  put  it 
into  a  composition,  he  finds  that  he  has  in  reality 
but  very  little  to  say  ;  and  he  says  this  little  in  a 
very  awkward,  unintelligible  manner.     When  the 


DISTRICT  SCHOOL.  215 

book  is  laid  aside,  he  finds,  that  he  is  unable  to  go 
alone ;  and,  as  respects  intelligence  for  practical 
purposes,  he  is  no  more  improved  than  he  was 
before  he  read  the  book.  But  if  scholars  were  in 
the  habit  of  composing,  they  would  think  when  they 
read ;  and,  by  writing  their  thoughts,  they  would 
know  how  much  they  have  learned  by  reading. 
Practice  in  composition  would  give  scholars  the 
power  of  expressing  themselves  with  ease  and 
elegance.  We  seldom  find  one,  even  among  the 
most  learned,  who  possesses  this  faculty  ;  and  the 
reason  is,  they  have  not  been  in  the  habit  of  ar- 
ranging their  knowledge,  and  clothing  it  with  ex- 
pressive language.  Let  all,  then,  who  would  learn 
to  think,  and  who  wish  to  ascertain  how  much  they 
really  know,  and  to  have  the  power  of  imparting 
knowledge  to  others,  pay  close  attention  to  the  ex- 
ercises in  composition.  To  write  a  composition 
is  not  so  difficult  a  thing  as  scholars  imagine.  He 
who  can  talk,  can  write  ;  and  if  he  can  talk  cor- 
rectly, he  can  write  correctly.  Composition  is 
nothing  more  than  conversation  put  on  paper. 
And  yet,  I  have  seen  lads  who  would  continue  a 
narrative,  or  a  debating  speech  for  a  half  hour  or 
more,  and  still  not  be  able  in  the  same  time  to  put 
three  sentences  upon  paper.  If  they  had  been 
taught  what  composition  is,  and  had  practised 
it,  writing  would  be  as  easy  as  speaking.  There 
is  no  mystery  in  composition ;  there  is  nothing 
in  it  to  torture  the  mind ;  it  is  as  easy,  and  as 
simple  as  conversation ;   and  all  may   learn  to 


216  DISTRICT   SCHOOL. 

write  with  facility  and  accuracy.  Let  there  be 
the  right  kind  of  practice,  and  any  one  will  soon 
possess  the  ability. 

The  teacher  should  require  every  scholar,  who 
can  read  and  write,  to  produce  a  composition  every 
week.  He  should  see  that  proper  subjects  were 
selected,  and  that  the  scholars  had  suitable  assist- 
ance. The  compositions  may  be  handed  to  the 
teacher,  who  should  examine  and  correct  them. 
He  should  so  point  out  the  defects,  that  the  scholars 
would  perceive  and  avoid  them.  After  the  com- 
positions have  been  corrected,  the  teacher  may 
allot  a  certain  hour,  or  half  day  in  a  week,  for 
reading  them  publicly  to  the  school.  He  need  not 
mention  the  writer's  name,  nor  publicly  the  cor- 
rections he  has  made.  This  exercise,  if  judiciously 
conducted,  may  be  made  pleasing  to  the  teacher, 
and  of  the  greatest  benefit  to  the  scholars. 


SECTION  XVIII. 

CONVENTION   OF    TEACHERS. 

How  shall  teachers  become  better  prepared  for 
their  profession  ?  How  can  they  be  continually 
improving  their  minds  and  their  systems  of  instruc- 


DISTRICT   SCHOOL.  23M 

tion  ?  And  how  shall  every  teacher  receive  the 
light  which  the  more  experienced  are  constantly 
throwing  upon  the  subject  of  instruction?  We 
know  of  no  means  so  common  to  all,  and  so  favour- 
able, as  county  conventions  of  teachers.  Hereto- 
fore there  has  been  but  very  little  communication 
between  teachers.  The  improvements  which  one 
has  made  have  not  been  made  known  to  others  ; 
the  incompetency  of  teachers,  and  the  bad  systems 
of  instruction,  have  been  concealed ;  and  united 
efforts  of  teachers  have  not  been  made  to  elevate 
and  honour  their  profession. 

Other  classes  of  men  have  had  their  conventions. 
Men  of  science,  ministers,  and  statesmen,  to  ensure 
enlightened  and  united  operations,  appoint  their 
conventions  to  redress  wrongs,  correct  errors,  and 
make  known  the  improvements  and  able  sugges- 
tions that  may  be  discovered  or  pro'posed  by  any 
one  of  the  parts.  The  wisdom  and  experience  of 
these  conventions  not  only  enlighten  the  people 
and  sit  in  judgment  upon  their  errors,  but  produce 
throughout  the  whole  country  similarity  of  feeling, 
and  harmony  of  effort.  For  the  peace  of  the 
church,  the  advancement  of  science,  and  the  pros- 
perity of  the  country,  such  conventions  are  abso- 
lutely necessary.  But  are  not  conventions  of 
teachers  equally  necessary  for  the  improvement  of 
our  schools  ?  Does  not  the  difficult  and  respon- 
sible profession  of  teaching  require  all  the  light  and 
knowledge  that  can  be  obtained  on  this  subject  1 
Does  not  the  incompetency  of  teachers  invite  all  the 
T 


SITS  DISTRICT   SCHOOL. 

aid  that  can  be  furnished  from  those  who  are  better 
qualified  by  experience,  and  from  other  literary 
men  ?  Certainly,  every  one  will  say  ;  such  assist- 
ance is  highly  important ;  it  would  afford  that  ne- 
cessary aid  which  teachers  now  have  no  means  of 
obtaining.  Yet  so  great  is  the  apathy  of  the  people, 
that  we  seldom  hear  of  a  teachers'  convention.  And 
when  their  proceedings  are  made  known  we  find 
that  but  few  attended,  and  that  but  very  little  was 
done.  The  manner  in  which  these  conventions 
are  announced  and  conducted,  excites  but  little  in- 
terest; and  as  yet,  but  a  small  number  of  teachers 
have  been  profited  by  them.  But  how  shall 
teachers  improve  themselves  if  not  by  such  con- 
ventions ?  Works  on  education  have  a  very  lim- 
ited circulation.  Not  one  teacher  out  of  a  hundred 
reads  any  thing  on  the  subject ;  nor  will  they  read 
before  the  living  voice  excites  their  attention. 
There  are  but  few  seminaries  for  educating 
teachers,  and  rarely  a  lecture  delivered  on  school- 
keeping.  Teachers  are  seldom  qualified  when  they 
enter  into  the  profession,  and  they  have  neither  the 
assistance  of  teachers  in  the  vicinity,  nor  intelli- 
gence from  abroad,  either  from  books,  or  the 
speaking  lecturer.  This  should  not  be  so.  There 
are  means  which  teachers  may  use  to  prepare 
themselves  for  their  profession,  and  for  improving 
themselves  while  engaged  in  its  duties.  And  I 
know  of  none  so  advantageous  to  teachers,  and 
that  is  attended  with  so  little  expense  and  within 
the  reach  of  all,  as  frequent  town  and'  county  con- 


BISTBICT  SCHOOfi;  !^ll 

ventions.  If  these  are  generally  announced  and 
faithfully  attended,  they  will  not  only  be  highly 
interesting  to  teachers,  but  of  the  greatest  benei^ 
to  our  schools. 

Town  conventions  of  teachers  may  be  held  every 
month,  and  county  conventions  should  be  called 
every  three  months.  They  should  be  attended, 
not  only  by  teachers,  but  by  all  the  friends  of  edu- 
cation. Each  individual  should  go  prepared  to 
contribute  to  their  interest  and  usefulness,  and  with 
a  hearty  desire  to  promote  the  general  cause  of 
education.  Each  county  association  should  have 
a  correspondence  with  similar  associations  through- 
out the  United  States.  By  this  communication  all 
the  improvements  or  changes  which  have  beea 
made  may  be  made  known.  The  light  which  has 
appeared  in  any  one  favoured  spot  may  shine  into 
every  part  of  the  Union.  The  books  which  are 
published,  either  to  be  used  in  school  or  for  the 
improven>ent  of  schools,  may  be  made  known,  to- 
gether with  the  examination  which  others  have 
given  them.  The  periodical  works  on  education 
may  be  mentioned  and  examined.  Notice  of  lite- 
rary conventions  may  be  given,  and  delegates  ap- 
pointed to  attend  them.  Papers  from  the  state  or 
parent  society  may  be  read,  and  reports  from  the 
county  or  auxiliary  associations  made  out  and  sent 
to  the  parent  society. 

It  should  be  the  object  of  these  conventions 
and  communications  with  other  associations  to 
discover  the  origin  of  the  defects  in  the  present 


320  DISTRICT    SCHOOL. 

systems  of  instruction — to  ascertain  the  actual 
condition  of  the  schools  throughout  the  United 
States — to  inquire  into  the  character  and  quaUfi- 
cation  of  the  teachers  of  these  schools — to  find 
out  the  number  of  children  in  the  United  States 
who  are  in  school,  and  the  number  who  have  not, 
or  do  not  use,  the  means  of  education — to  ascertain 
the  progress  the  scholars  make,  and  the  amount  of 
knowledge  which  they  acquire  in  these  schools — 
to  discover  the  interest  which  parents  take  in  the 
education  of  their  children,  and  the  protection  and 
assistance  which  literary  men  give  to  primary  edu- 
cation— to  convince  the  people  of  the  necessity  of 
general  intelligence  in  a  free  government,  and  to 
make  known  the  duties  which  every  one  owes  to 
the  free  institutions  of  his  country.  Such  are  some 
of  the  high  and  important  objects  of  teachers'  con- 
ventions. But  these  are  of  a  general  nature,  and 
belong  to  the  welfare  of  the  whole  country. 

The  mutual  improvement  of  teachers  is  one  of 
the  first  objects  of  these  conventions.  To  render 
this  mutual  instruction,  each  teacher,  before  the  con- 
vention, should  describe  his  system  of  instruction, 
and  his  form  of  government.  Let  each  one  state 
his  experience  in  teaching  the  several  branches  of 
an  elementary  education,  and  that  school  discipline 
which  he  has  found,  after  a  fair  trial,  to  be  the  best. 
From  this  interchange  of  views  on  the  best  method 
of  teaching  and  governing,  many  valuable  sugges- 
tions will  be  elicited,  and  many  evils  and  defects 
disclosed.      In  this  way,  teachers   will  compare 


DISTRICT   SCHOOL.  221 

themselves -with  each  other,  and  each  one  may  be 
profited  by  the  wisdom  and  experience  of  the  whole. 
During  the  interval  of  time  between  the  conven- 
tions, the  teachers  and  friends  of  education  should 
collect  what  information  they  can  from  abroad  on 
the  subject  of  education,  and  make  it  known  for  the 
benefit  of  all  at  the  meeting  of  the  convention. 

Individuals  should  be  appointed  to  deliver  lee* 
tures  before  these  conventions  ;  the  object  of  the 
lectures  being  either  to  illustrate  or  simplify  the 
branches  which  are  taught  in  our  common  schools, 
or  to  make  known  the  best  methods  of  imparting 
instruction.  Discussions,  also,  should  be  held  on 
the  best  method'  of  teaching  children  their  letters; 
and  discussions  likewise  on  the  best  method  of 
teaching  reading,  writing,  arithmetic,  geography, 
and  grammar.  Discussions  on  the  government  of 
children  should  be  held,  and  on  the  best  method  of 
making  scholars  feel  an  interest  in  their  studies, 
and  also  how  a  school  may  be  made  pleasant.  .  In 
carrying  forward  such  discussions,  and  in  deliver- 
ing lectures  before  the  convention,  each  teacher 
should  be  willing  to  perform  his  part,  and  desirous 
of  making  all  the  transactions  before  the  convention 
highly  interesting  and  profitable  to  all  who  attend. 

By  such  a  free  interchange  of  thoughts  and  senti- 
ments on  the  business  of  their  profession,  teachers 
may  render  valuable  assistance  to  each  other,  and 
create  that  harmony  of  feeling  and  good-will 
which  is  so  necessary  for  their  own  happiness  and 
the  honour  of  their  profession.  From  a  want  of 
T2 


222  DISTRICT    SCHOOL. 

this  interchange  of  views  and  feelings,  and  the  influ- 
ence of  such  associations,  teachers  have  not  been 
proverbial  in  their  friendship  for  each  other,  but 
rather  the  contrary.  Frequent  meetings  would 
make  them  better  understand  and  appreciate  each 
other. 

Teachers  likewise,  at  these  conventions,  should 
propose  means  for  improving  the  intellectual  con- 
dition of  those  parts  of  the  country  which  they 
represent.  They  may  excite  an  interest  in 
learned  and  benevolent  men  towards  these  primary 
schools.  They  may  persuade  parents  to  procure 
useful  books  and  periodical  works  for  their  chil- 
dren, and  to  give  them  a  fair  opportunity  for  the 
improvement  of  their  minds.  Teachers  may  make 
known,  the  uncomfortable  condition  of  school- 
houses,  and  the  general  want  of  co-operation  on 
the  part  of  parents.  If  a  statement  of  these  evils 
should  be  made,  the  districts  would  feel  it  their 
interest  and  their  pleasure  to  pay  more  attention 
to  the  education  of  their  children,  and  their  teacher's 
comforts  and  compensation. 

We  believe  that  teachers,  by  frequent  conven- 
tions of  this  nature,  have  not  only  the  power  of 
making  themselves  better  qualified  for  their  busi- 
ness, but  of  removing  this  great  indifference  which 
now  prevails  on  the  subject  of  education. 


DISTRICT   SCHOOL. 


SECTION  XIX. 

THE  LOCATION  AND  STRUCTURE  OF  SCHOOL-HOUSES. 

Many  of  our  district  school-houses  are  among 
the  very  worst  specimens  of  architecture.  The 
construction  of  these  edifices  has  received  but  little 
attention  or  aid  from  the  more  intelligent  part  of 
community,  and  has  been  left  to  the  care  of  those 
who  have  known  or  thought  of  no  other  model  but 
the  old  building,  and  who  have  studied  their  pe- 
cuniary interest  more  attentively  than  the  educa- 
tion and  comforts  of  their  children.  I  know  of 
nothing  among  us  that  brings  so  great  a  reproach 
upon  our  affluence  and  intelligence  as  the  low, 
dark,  filthy  appearance  of  many  of  our  district 
school-houses.  There  is  no  part  of  the  means 
of  education  that  makes  a  stronger  demand  upon 
the  learned  and  benevolent,  and  none  which  re- 
quires a  more  thorough  reform,  than  the  location, 
size,  structure,  and  fixtures  of  the  buildings  in 
which  nineteen  citizens  out  of  twenty  receive  their 
first  impressions,  their  first  character,  and  the  prin- 
cipal part  of  their  education. 

Objects  which  are  constantly  before  the  eye, 
although  they  may  be  inanimate,  have  a  won- 
derful   influence    upon   the   mind.      This    being 


224  DISTRICT   SCHOOL. 

acknowledged,  the  situation  of  a  school-house 
becomes  a  matter  of  great  importance.  But 
I  would  ask  the  reader  to  think  for  a  moment  of 
the  location  of  those  he  may  have  witnessed. 
They  are  frequently  standing  on  a  bleak,  barren, 
stony  eminence,  where  the  winds  and  storms 
have  an  unbroken,  chilling  sweep,  and  the  hot  rays 
of  the  summer's  sun  one  constant  burning  glare, 
where  there  is  neither  grass  nor  leaf,  but  heated, 
drifting  sand,  or  sharp  and  flinty  rocks.  Such  is 
the  burning,  desolate,  dreary  situation  of  many. 
Others  are  placed  on  some  marshy,  refuse  piece  of 
land,  where  the  stagnant  collections  of  water,  and 
the  noxious  vapours  poison  the  atmosphere,  and 
make  the  situation  gloomy  and  sickly  ;  and  others 
again  close  by  the  road's  side,  where  the  passing 
of  travellers,  and  the  rattling  of  carriages  divert 
and  distract  the  mind. 

In  addition  to  these  gloomy,  uncomfortable,  un- 
healthy situations,  and  constant  interruptions  from 
travellers,  there  is  frequently  found  close  by  the 
school-house  a  blacksmith's  shop  with  its  incessant 
pounding,  and  the  cooper's  shop  with  its  constant 
"  rub-a-dub,"  or  the  public  inn,  with  all  its  noise 
and  bustle;  so  that  if  there  is  not  bedlam  in  the 
school-house,  there  is  all  around  it.  And  how  unfit 
the  business  and  company  of  such  places  for  chil- 
dren! How  demoralizing  the  influence  on  the 
scholars,  and  how  oflensive  and  annoying  to  the 
teacher ! 

The  structure  of  school-houses  is  frequently  as 


i 


DISTRICT   SCHOOL. 

injurious  and  unpleasant  as  the  location.  They 
are  often  low,  and  cramped,  and  miserably  venti- 
lated ;  the  room  sometimes  is  filled  with  smoke,  and 
always  with  impure  air  ;  the  seats  so  high  that  the 
scholars  are  unable  to  touch  their  feet  to  the  floor, 
but  must  sit  bolt  upright,  without  a  back-piece, 
perched  between  the  heavens  and  the  earth ;  the 
writing-desk,  in  front,  as  high  as  the  eyes  of  many 
of  the  occupants  ;  the  seats  so  arranged  that  the 
movement  of  one  disturbs  the  whole  seat,  or  in 
such  a  position  that  the  teacher  finds  it  difficult  to 
get  near  the  pupils ;  and  the  windows  so  scarce, 
or  so  small,  or  so  filled  up  with  wooden  panes  or 
hats,  that  but  little  light  can  enter,  making  the 
whole  appaarance  dismal  and  painful  in  the  ex- 
treme. O  how  entirely  opposite  to  every  thing 
that  should  accompany  and  assist  the  mental  and 
physical  development  of  children  1  In  this  tortur- 
ing condition^  and  in  this  dismal  receptacle,  which 
seems  to  be  regarded  as  a  necessary  evil,  the  chil- 
dren are  to  remain  for  weeks,  and  months,  and 
years.  Can  it  be  thought  strange  that  they 
should  dislike  their  studies?  Can  it  be  thought 
strange  that  they  should  rejoice  when  they  are  no 
Icmger  compelled  to  enter  this  abode  ?  Who  would 
not  "  hate  instruction !" 

I  would  by  no  means  say  that  all  school-houses 
are.  of  this  description ;  but  I  think  that  every 
reader  has  seen  many  that  were  attended  with 
some  of  the  inconveniences,  if  not  all,  that  I  have 
mentioned.    I  would  earnestly  request  all  to  notice 


226*  DISTRICT   SCHOOL. 

the  construction  and  location  of  these  houses,  when 
they  are  travelling  through  any  part  of  the  United- 
States.  In  the  State  of  New- York,  and  in  the 
New-England  states,  these  buildings  are  superior 
to  those  in  the  other  states,  but  my  remarks  are 
applicable  even  to  many  of  the  school-houses  of 
New-England  and  New- York. 

But  as  my  desire  is  not  so  much  to  point  out  defects 
as  to  suggest  remedies,  and  to  make  known  well- 
tested  improvements,  I  will  maka  some  remarks 
upon  the  proper  location,  structure,  size,  fixtures, 
and  appendages  of  school-houses. 

And  first,  the  location.  This  should  be  on  a 
piece  of  firm  ground,  at  some  distance  from  the 
road,  and  where  the  air  has  a  free  circulation. 
The  place  should  be  quiet,  and  protected  from  the 
winds  and  the  rays  of  the  sun  by  a  surrounding 
grove.  The  natural  scenery  around  the  house 
should  be  varied  and  beautiful ;  and  this  is  highly 
important,  as  all  natural  objects  as  well  as  indi- 
viduals have  an  influence  in  making  us  cheerful  or 
otherwise,  in  proportion  as  they  appear  pleasing 
and  agreeable.  When  the  parent  selects  a  site  for 
his  own  dwelling,  he  does  not  choose  the  most 
worthless  corner  of  his  farm,  nor-^  marshy,  gloomy 
spot,  but  a  place  that  is  dry,  light,  and  airy,  where 
the  natural  scenery  is  rich  and  beautiful,  and  where 
he  will  not  be  incommoded  by  others.  Should  he 
not  be  equally  solicitous  for  the  comfort,  health, 
and  happiness  of  his  children,  by  selecting  a  pleasant 
situation  where  they  are  to  be  educated  ? 


DISTRICT    SCHOOL. 

A  child  is  educated  by  other  teachers  than 
books  and  schoolmasters.  Every  object  that  he 
sees,  whether  animate  or  inanimate,  teaches  him ; 
every  flower,  and  plant,  and  shrub,  and  tree, 
"  lessons  of  heavenly  wisdom  teach ;"  and  every 
running  brook,  and  singing  bird,  are  teachers ; 
the  air,  and  the  earth,  and  the  ocean  teach ;  and 
where  they  are  the  most  eloquent,  parents  should 
place  the  infant  mind.  There  is  a  difference  in 
nature's  teachers,  and  parents  may  choose  the 
wisest  and  the  most  winning  for  their  children's 
tutors.  Then,  let  a  lovely,  delightful  spot  be 
selected  for  the  school-house,  let  every  thing 
around  it  be  comfortable  and  cheerful.  Let  the 
school  be  removed  from  the  noise  and  sight  of 
business,  and  from  every  thing  that  would  endanger 
the  body  or  divert  the  mind! 

There  are  some  districts  which  are  not  privileged 
with  such  locations ;  and  the  parents  in  these  must 
choose  the  best  spot  they  have.  But  how  often 
have  I  seen  a  school-house  standing  in  the  very 
worst  place  in  the  whole  district,  because  that 
spot  happened  to  be  central,  according  to  the  sur- 
veyor's chain,  when,  within  fifty  or  a  hundred 
rods,  a  shady,  quiet  retreat,  a  delightful  place  for  a 
school  might  have  been  chosen. 

The  average  number  of  children  who  are  fit 
subjects  for  the  school,  in  the  districts  of  New- 
York,  is  about  seventy.  To  accommodate  this 
number,  the  school  house-should  be  one  story  and 
a  half  high,  forty  feet  long,  and  thirty  in  breadth. 


DISTRICT   SCHOOL. 

This  height  will  admit  of  a  high  ceiling,  which  is 
of  great  importance  in  a  room  that  is  filled.  The 
walls  should  be  overlayed  with  boards,  as  high  as 
the  heads  of  the  scholars,  and  the  remaining  part  of 
the  wall  and  the  ceiling  kept  pure  and  bright  with 
whitewash.  The  floor  should  be  level,  having  an 
elevation  opposite  the  door  for  the  teacher.  The 
stove  should  stand  near  the  door,  to  let  the  current 
of  air  which  rushes  in  drive  that  which  is  near  the 
stove  and  heated  to  the  distant  parts  of  the  room. 
There  should  be  two  entrance  doors,  an  inner  and 
an  outer  one.  The  outer  one  opening  into  an 
entry  or  hall,  of  sufficient  size  for  the  scholars  to 
place  their  hats,  cloaks,  and  bonnets.  The  inner 
door,  opposite  the  outer  one,  and  opening  from  the 
hall  into  the  school-room. 

There  should  be  three  windows  in  each  side  of 
the  room,  and  two  in  the  end  opposite  the  door  and 
hall.  The  lower  part  of  the  windows  should  be 
at  least  five  feet  from  the  floor;  and  the  upper 
sash  should  be  lowered  when  air  is  admitted,  in- 
stead of  raising  the  under  one.  Windows  of  this 
height  from  the  floor,  and  of  this  construction, 
have  many  advantages.  They  prevent  the  scholars 
from  looking  out ;  and  being  farther  from  their 
reach,  are  less  liable  to  injury.  The  scholars  will 
not  be  so  much  exposed  to  the  air  when  they  are 
lowered,  and  they  will  permit  the  impure  air  which 
rises  towards  the  ceiling  to  escape.  The  windows 
should  have  blinds  on  the  outside,  and  curtains  on 
the  inside. 


DISTRICT    SCHOOL.  229 

#•  The  desks  should  be  so  constructed,  that  when 
one  moves,  he  need  not  disturb  the  others  ;  and  so 
arranged  that  the  teacher  may  see  all  the  scholars 
in  the  face,  and  have  easy  access  to  any  one  of 
them.  The  benches  should  vary  in  height,  so  that 
they  may  suit  scholars  of  different  sizes.  The 
height  should  always  be  such  that  the  scholar 
may  rest  his  feet  upon  the  floor.  The  edge  of  the 
desk,  next  to  the  scholar,  should  be  directly  over 
the  edge  of  the  seat.  The  distance  between  the 
surface  of  the  seat  and  the  surface  of  the  desk 
should  vary  at  least  twelve  inches  among  the  dif- 
ferent desks  of  the  school,  that  they  may  be  appro- 
priate for  large  and  small  scholars.  The  upper 
surface  of  the  desk  should  be  nearly  horizontal,  and 
about  three  inches  higher  than  the  occupant's 
elbow  when  the  arm  is  distended.  In  many 
school-houses,  the  surface  of  the  desk  is  so  oblique, 
that  the  pupils  find  it  difficult  to  keep  their  books 
and  slates  upon  them.  Others  are  so  low  that  the 
scholars  almost  lie  down  upon  them,  and  in  this 
way  remain  in  a  very  unhealthy  posture.  The 
body  should  he  hept  erect,  and  iJie  limbs  as  nearly 
as  possible  in  a  natural  position.  If  the  desk  is 
high,  the  arm  and  shoulder  must  be  raised,  and  the 
wrist  bent,  and  this  will  soon  occasion  pain,  and 
distort  the  body.  How  often  are  the  lungs  dis- 
eased, and  the  digestive  organs  deranged,  by  too 
low  desks?  And,  on  the  other  hand,  how  many 
distorted  and  deformed  bodies,  from  having  the 
writing  arm  raised  up  too  high?  Teachers  should 
U 


230  DISTRICT    SCHOOL. 

be  careful  that  every  scholar  has  a  suitable  seat 
and  desk. 

School-houses  are  poorly  ventilated.  The  breath- 
ing of  each  individual  in  the  room  destroys  nearly 
a  gallon  of  air  every  minute  ;  and  the  effluvia  that 
is  constantly  escaping  from  the  body  passes  into 
the  air  of  the  room.  From  these  two  causes,  the 
air  in  the  room  soon  loses  its  vital  principle,  and 
becomes  loaded  with  disease.  Breathing  this  pol- 
luted atmosphere  produces  the  pale  faces  and 
meagre  forms  we  so  often  see  among  scholars.  It 
is  this  infected  atmosphere  that  makes  the  teacher's 
employment  so  unhealthy.  It  is  the  poisonous  state 
of  the  air  that  occasions  the  drowsiness  and  stupor 
among  the  scholars.  It  is  the  impure  air  that  pro- 
duces languor,  loss  of  appetite,  and  disease  in  the 
lungs.  It  is  a  wonder  that  scholars  preserve  either 
health  or  activity.  How  many  have  lost  their 
health,  and  destroyed  their  constitution,  by  endea- 
vouring to  improve  the  mind,  but  neglected  the 
body  !  Let  teachers,  then,  see  that*  their  school- 
rooms are  well  ventilated,  and  that  their  scholars 
take  proper  exercise  in  the  open  air. 

Attached  to  every  school-house  should  be  a  play- 
ground for  the  scholars.  This  will  keep  them  from 
the  dangers  of  the  highway,  and  from  the  cultivated 
fields  in  the  vicinity.  This  ground  should  be  free 
from  every  thing  that  might  injure  the  scholars. 
Every  school-house,  likewise,  should  have  an  out- 
building, for  preserving  the  wood  from  the  weather. 
This  building  will  seldom  be  filled,  and  will  serve 


DISTRICT   SCHOOIm  891 

to  protect  the  scholars  from  the  storms,  during  the 
moments  of  recreation. 

There  should  be  a  good  spring  of  water,  or  a 
pump,  near  the  school-house.  This  convenience 
is  not  sufficiently  attended  to.  The  scholars  are 
obliged  to  disturb  and  injure  the  property  of  the 
nearest  neighbour,  and  sometimes  to  go  a  great 
distance  whenever  they  wish  to  drink.  A  watering 
place  should  be  provided  for  the  school  at  a  proper 
distance,  and  kept  in  such  a  condition  that  the 
younger  scholars  may  obtain  drink  without  diffi- 
culty or  danger. 


SECTION  XX. 

RHETOIUC   IN   KLEMENTART  SCHOOLS. 

There  is  scarcely  a  school-boy  in  the  United 
States,  "  three  feet  high,"  who  has  not  been  toldt 
and  repeatedly  told,  of  the  necessity  of  "  learning 
how''*  to  speak.  Scholars  are  by  no  means  to  sup- 
pose, that  the  Author  of  their  being  has  given  them 
the  powers  of  utterance ;  these  powers,  they  are 
told,  which  will  enable  them  to  speak  to  their  fellow- 
men,  must  be  acquired  from  an  instructor.  The 
prevalence  of  these  sentiments  has  brought  before 
the  public  a  great  number  of  systems  and  teacherg 


232  DISTRICT    SCHOOIi. 

of  elocution.  The  instructers  in  this  art  tell  us 
where  to  find  the  emphatic  words,  where  to  sus- 
pend, raise,  or  lower  the  voice,  and  when  and  how 
to  give  the  thought  the  proper  action. 

Now,  it  is  probably  true,  that  not  one  among 
the  great  number  of  those  who  have  attended  to 
these  artificial  schemes,  can  be  found,  who  has  at- 
tained a  good  natural  delivery ;  but  there  are  many, 
probably  almost  as  many  as  have  fully  tried  the 
experiment,  who  have,  by  these  schemes,  been 
totally  spoiled ; — who  have  fallen  irrecoverably 
into  an  affected  style  of  spouting^,  worse,  in  all 
respects,  than  their  untutored  delivery. 

.Many,  accordingly,  have  not  unreasonably  con- 
ceived a  disgust  for  the  subject  altogether ;  con- 
sidering it  hopeless  that  elocution  should  be  taught 
by  any  rules ;  and  acquiescing  in  the  conclusion 
that  it  is  to  be  regarded  as  entirely  a  gift  of  nature, 
or  an  accidental  acquirement  of  practice.  Others, 
again,  having  more  faith  in  these  teachers  and 
schemes  of  oratory,  arc  disposed  to  encourage 
every  proposal  for  teaching  this  desirable  art. 
This  encouragement,  and  the  generally  received 
notion,  that  every  one  must  learn  how  to  speak  in 
some  way  or  other,  has  introduced  these  artificial 
rules  and  instructions  of  rhetoric,  not  only  into  our 
professional  seminaries,  colleges,  and  academies, 
but  also  into  our  primary  and  higher  schools.  Our 
district  and  public  school  have  their  weekly  season 
for  declamation;  and  every  lad,  big  enough  to  say, 
«  Though  I  am  young,"  &c.  comes  forward,  and, 


MSTMCT    SCHOOL.  29i 

automaton-like,  goes  through  with  his  oration,  ac- 
companying it  with  a  certain  number  of  changes 
of  position,  and  elevations  of  the  arm. 

The  practice  of  learning  to  speak  has  become  so 
general  and  so  popular,  that  the  teachers  of  our 
elementary  schools  consider  it  a  necessary  part  of 
a  republican  education  to  make  their  scholars  go 
through  all  the  stages  of  debate,  declamation,  and 
dialogue,  enlivened  occasionally  with  a  little  comedy 
or  tragedy.  Now  what  must  be  the  effect  of  all  this 
artificial  training  ?  What  must  be  its  influence  on 
the  school-boy,  when  neither  the  sentiments  he 
utters,  nor  the  character  he  assumes  are  his  own 
or  supposed  to  be  so,  or  anywise  connected  with 
him  ;  when  neither  the  place,  the  occasion,  nor  the 
audience  which  are  actually  present  h.^yeQXiY  ihmg 
to  do  with  the  substance  of  what  is  said. 

It  is  therefore  almost  inevitable  that  he  will  stu- 
diously form  to  himself  an  artificial  manner,  which, 
especially  if  he  succeed  in  it,  will  probably  cling 
te  him  through  life,  even  when  he  is  delivering  his 
own  compositions  on  real  occasions.  The  very 
best  that  can  be  expected  is,  that  he  may  become 
an  accomplished  actor.  But  few  are  likely  to 
attain  such  perfection  (and  it  is  a  perfection  well 
lost) ;  yet  if  he  should  have  succeeded  in  accom- 
plishing this,  he  will  have  taken  a  most  circuitous 
route  to  acquire  that  which  will  make  him  able  to 
deliver  his  own  sentiments  impressively  on  some 
real  occasion. 

There  are  many  weighty  objections  against 
U2 


234  DISTRICT    SCHOOC. 

adopting  any  peculiar  marks  for  denoting  differerit 
pauses,  emphasis,  &c.  All  such  artificial  schemes 
must  necessarily  be  imperfect,  circuitous,  and  inef- 
fectual. They  are  imperfect,  for  though  the  em- 
phatic word  may  be  pointed  out,  there  is  no  variety 
of  marks  that  will  suffice  to  indicate  the  different 
tones ;  yet  on  this  depends  not  unfrequently  the 
whole  force,  and  perhaps  the  whole  sense  of  the 
expression.  Take,  for  instance,  the  following 
passage : — (Mark  iv.  21)  "  Is  a  candle  brought  to 
be  put  under  a  bushel,  or  under  a  bed  ?"  It  may 
be  so  pronounced  as  to  imply  that  there  is  no  other 
alternative,  and  yet  the  emphasis  laid  on  the  right 
words.  But  were  this  proposed  system  of  marks 
brought  to  the  highest  perfection  it  would  still  be 
a  circuitous  road  to  the  desired  end.  Suppose  the 
emphatic  word,  the  tone,  the  relative  rapidity  in 
utterance,  could  be  completely  indicated  to  the 
eye,  the  learner  might  ask,  "  But  why  this  tone  and 
this  manner?"  The  only  answer  that  could  be 
given  is,  that  these  tones  and  this  manner  are 
natural,  such  as  suggest  themselves  when  one  is 
speaking  his  own  sentiments  in  earnest.  Then,  if 
this  be  the  case,  why  not  leave  nature  to  do  her 
own  work  ?  Why  learn  to  do  that  which  nature 
•will  always  make  us  capable  of  doing  1  Impress 
the  mind  fully  with  the  sentiments,  &c.,  to  be 
uttered ;  withdraw  the  attention  from  the  sound, 
and  fix  it  oa  the  sense,  and  nature  or  habit  will 
spontaneously  suggest  the  proper  delivery. 
Yet,,  waiving  both  the  atwve  objections,  if  a  per- 


DISTRICT   SCHOOIi.  23S 

son  could  learn  thus  to  read  and  speak,  as  it  were, 
hy  note,  still  the  desired  object  of  a  perfectly 
natural,  as  well  as  correct  elocution,  would  never 
be  attained  in  this  way.  The  reader's  attention 
being  fixed  on  his  own  voice  (which  in  singing,  and 
thet^e  only,  is  allowed  and  expected),  the  inevitable 
consequence  would  be,  that  he  would  betray  more 
or  less  his  artificial  delivery ;  and  would,  in  the 
same  degree,  manifest  an  offensive  aflfectation. 
We  say,  then,  to  form  a  complete  artificial  system  of 
elocution  by  studying  analytically  the  emphasis, 
tones,  pauses,  degrees  of  loudness,  &c.,and  to  frame 
rules  founded  on  these  observations ;  and  then,  in 
practice,  deliberately  and  carefully  to  conform  the 
utterance  to  these  rules,  must,  from  the  very  nature 
of  the  case,  not  only  be  unnecessary,  but  defective 
and  impracticable.  Moreover,  he  who  reads  in 
conformity  to  any  system,  must  have  his  mind  fixed 
upon  the  rules  of  that  system  ;  and  he  who  appears 
to  be  attending  to  his  own  utterance,  which  will 
always  be  the  case  with  every  one  who  is  doing 
so,  is  sure  to  give  offence,  and  to  be  censured  for 
an  affected  delivery. 

Many  able  authors,  however,  have  written  ela- 
borately on  "  good  reading,"  or  on  elocution  gene- 
rally ;  and  it  is  not  to  be  denied  that  some  ingenious 
and  (in  themselves)  valuable  remarks  have  been 
thrown  out  relative  to  natural  and  necessary  qual- 
ities in  good  elocution.  In  the  practical  exercises 
of  some  systems  the  vocal  elements  are  trained 
and  cultivated  to  a  degree  of  correctness,  whicla 


236  DISTRICT   SCHOOL. 

the  pupil  otherwise  would  never  have  obtained. 
By  close  attention  to  the  utterance,  the  elementary 
sounds  of  speech  are  made  forcible  and  agreeable. 
To  correct  the  habit  of  indistinct  articulation  (and 
the  most  of  readers  and  speakers  have  this  habit), 
practising  on  a  series  of  the  elementary  sounds  of 
speech,  and  on  tables  presenting  their  various  com- 
binations, is  the  only  and  (where  there  is  no  physi- 
cal defect)  the  effectual  remedy.  The  observa- 
tions which  several  writers  on  elocution  have 
made  on  the  vocal  elements,  are  just  and  highly 
useful;  but  the  T^les  and  directions  they  would 
give  for  regulating  the  emphasis,  tone,  cadence, 
modulation,  &;c.,  have  not  only  been  useless,  but 
in  most  cases  highly  pernicious.  We  think  that 
every  close  observer,  and  every  admirer  of  an  im- 
pressive, natural  delivery,  will  agree  to  the  most 
we  have  said  on  artificial  systems  of  elocution. 

Almost  every  one,  even  if  they  have  not  paid 
any  critical  attention  to  the  various  modulations 
of  the  human  voice,  has  observed  the  different  tones 
of  voice  which  the  same  individual  makes  use  of 
in  conversation,  from  those  which  he  uses  while 
reading,  or  speaking  in  public.  So  wide  is  the 
difference  of  the  tones  employed  on  these  two 
occasions,  that  it  seems  as  if  two  systems  (one  for 
conversation,  and  one  for  reading  and  speaking) 
had  been  exercising  the  voice  of  every  individual 
we  meet  with.-  And  this,  in  fact,  is  the  case.  Na- 
ture directs  our  conversation,  but  art  has  taught 
us  how  to  read  and  speak.     Says  Sheridan,  in  his 


DISTRICT    SCHOOL.  237 

"  Art  of  Reading,"  "  I  have  often  tried  an  experi- 
ment to  show  the  great  difference  between  these 
two  modes  of  utterance,  the  natural  and  the  arti- 
ficial ;  which  was,  that  when  I  found  a  person  of 
vivacity  delivering  his  sentiments  with  energy,  and 
of  course  with  all  that  variety  of  tones  which 
nature  furnishes,  I  have  taken  occasion  to  put 
something  into  his  hands  to  read,  as  relative  to 
the  topic  of  conversation ;  and  it  was  surprising 
to  see  what  an  immediate  change  there  was  in  his 
delivery  from  the  moment  he  began  to  read.  A 
different  pitch  of  voice  took  place  of  his  natural  one^ 
and  a  tedious  uniformity  of  cadence  succeeded  to 
a  spirited  variety ;  insomuch  that  a  blind  man 
could  hardly  conceive  the  person  who  read  to  be 
the  same  who  had  just  been  speaking." 

Does  good  reading  or  speaking  require  this  dif- 
ference ?  If  so,  they  require  something  unnatural, 
for  we  see  that  men  converse  in  their  natural  tones. 
But  to  read  or  speak  in  tones  and  manners  which 
are  unnatural,  and  therefore  artificial,  will  never 
make  good  reading  or  speaking  ;  but  it  will  cause 
just  such  a  delivery  as  almost  every  individual  by  his 
instructions  is  prepared  to  make, — stiff,  measured, 
affected,  powerless,  and  in  the  highest  manner  of- 
.  fensive.  Such  is  the  effect  of  not  preserving  the 
natural  tones  and  manner  while  reading  or  speak- 
ing, and  also  of  attending  to  artificial  schemes  of 
rhetoric. 

The  advantage  of  a  natural  manner,  that  is,  a 
manner  one  naturally  falls  into  when  he  is  really 


388  DISTRICT   SCHOOL. 

speaking  in  earnest,  may  be  estimated  from  this 
consideration  ;  that  there  are  few  who  do  not  con- 
verse so  as  to  give  effect  to  what  they  are  saying. 
Every  one,  when  conversing  earnestly,  delivers 
his  sentiments  with  much  more  clearness,  force, 
and  elegance  than  he  would  read  the  same  senti- 
ment if  it  was  written  down  in  a  book. 

Our  advice,  then,  would  be,  to  follow  the  natural 
manner.  The  practical  rule  that  we  would  re- 
commend is,  not  only  to  omit  any  studied  attention 
to  the  voice,  but  studiously  to  withdraw  the  thoughts 
from  it,  and  to  dwell  as  intently  as  possible  on  the 
sense  ;  trusting  to  nature  to  suggest  spontaneously 
the  proper  emphasis  and  tones.  He  who  really 
understands  what  he  is  reading  will  be  likely  to 
read  as  if  he  understood  it,  and  thus  to  make  others 
understand  it ;  and  he  who  feels  what  he  reads, 
and  is  absorbed  with  that  feeling,  will  be  likely  to 
copimunicate  the  same  impression  to  his  hearers. 
But  this  cannot  be  the  case  if  the  speaker  or  reader 
is  occupied  with  the  thought  of  what  their  opinion 
will  be  of  his  delivery,  and  how  his  voice  ought  to 
be  regulated  ;  if,  in  short,  he  is  thinking  of  himself ^ 
and  of  course  taking  his  attention  from  that  which 
ought  to  occupy  it  exclusively. 

Some  may  suppose  that  the  natural  manner 
which  we  have  recommeded  amounts  to  the  same 
thing  as  taking  no  pains  at  all ;  and  after  trying 
the  experiment  by  reading  or  speaking  carelessly 
instead  of  naturally,  their  ill-success  will  probably 
lead  them  to  censure  the  proposed  method.    But 


DISTRICT   SCHOOL.  239 

it  is  no  easy  task  to  fix  the  mind  on  the  meaning, 
in  the  manner,  and  to  the  degree  now  proposed. 
When  one  is  reading  any  thing  that  is  familiar,  liis 
thoughts  are  apt  to  wander  to  other  subjects,  though 
perhaps  such  as  are  connected  with  that  which  he 
is  reading  ;  if,  again,  it  be  something  new  to  him, 
he  is  apt  (not  indeed  to  wander  to  another  subject) 
to  get  the  start,  as  it  were,  of  his  readers,  and 
to  be  thinking,  while  uttering  each  sentence,  not 
of  that,  but  of  the  sentence  which  comes  next. 
And  in  both  cases,  if  he  is  careful  to  avoid  those 
faults,  and  is  desirous  of  reading  well,  it  is  a  matter 
of  no  small  difficulty,  and  calls  for  a  constant  efibrt 
to  prevent  the  mind  from  wandering  in  another 
direction,  viz.  into  thoughts  respecting  his  own 
voice — respecting  the  effect  produced  by  each 
sound — the  approbation  he  hopes  from  the  hearers, 
&c.  And  this  is  the  prevailing  fault  of  those  who 
are  commonly  said  to  take  great  pains  in  their 
reading ;  pains  which  will  always  be  taken  in  vain, 
with  a  view  to  the  true  object  to  be  aimed  at,  as 
long  as  the  effort  is  thus  applied  in  a  wrong  di- 
rection. 

With  a  view,  indeed,  to  a  very  different  object, — 
the  approbation  bestowed  on  the  reading, — this  arti- 
ficial delivery  will  often  be  more  successful  than 
the  natural.  Pompous  spouting,  and  many  other 
descriptions  of  unnatural  tone  and  measured  ca- 
dence, are  frequently  admired  as  excellent  reading 
and  speaking ;  which  admiration  is  itself  a  proof 
that  it  is  not  deserved :  for  when  the  delivery  is 


S40  DISTRICT    SCHOOL. 

really  good,  the  hearers  (except  any  one  who  may 
deliberately  set  himself  to  observe  and  criticise) 
never  think  about  it,  but  are  exclusively  occupied 
with  the  sense  it  conveys,  and  the  feelings  it  ex- 
cites. He  who  reads  in  an  artificial  manner,  makes 
a  kind  of  running  comment  on  all  that  is  uttered, 
which  says,  "  I  do  not  mean,  think,  or  feel  all  this  ; 
I  only  mean  to  recite  it  with  propriety  and  de- 
corum." But  he  who  has  the  energetic  manner  of 
true  natural  speech,  means,  thinks,  and  feels  all 
he  says ;  and  recites  it  with  propriety  and  decorum 
indeed,  but  not  so  as  to  make  these  take  the  least 
of  the  attention. 

But  the  natural,  colloquial  style  of  delivery  should 
not  be  confounded  with  the  negligent  or  the  fa- 
miliar. The  natural  style  is  one  that  is  suited  to 
the  sense,  the  subject,  the  place,  and  the  occasion ; 
and  this  adaptation  requires  much  intelligence,  and 
a  high  sense  of  propriety.  Thus,  it  will  be  seen, 
that  there  is  considerable  labour  necessary  in  at- 
taining the  natural  style  of  delivery.  If  we  follow 
nature,  there  is  no  opportunity  for  imitation;  a 
true  conception  of  the  subject  and  the  occasion  is 
the  only  thing  that  can  direct  us.  But  in  all  pre- 
paratory schools,  where  boys  learn  to  speak,  the 
whole  attention  of  the  orator  and  the  instructer  is 
given  to  the  manner.  The  subject  for  recitation 
is  one  which  neither  interests  the  speaker  nor  the 
hearer,  and  the  attention  is  given  exclusively  to 
the  mode  of  delivery.  Under  the  influence  of 
such  exercises,  while  the  manners  and  habits  are 


I 


DISTRICT   SCHOOL,  241 

forming  and  becoming  fixed,  the  scholar  must  ac- 
quire an  unnatural,  inefficient  style  of  reading  and 
speaking. 

There  is  not  one  public  speaker  out  of  five  hun- 
dred who  does  not  labour  under  the  unhappy  in- 
fluence of  this  artificial  early  training.  By  the 
time  scholars  have  passed  through  their  prepara- 
tory schools  they  have  acquired  such  an  unnatural 
delivery  that  the  professor  of  rhetoric  in  the  col- 
lege and  professional  seminary  can  do  nothing 
more  for  the  student  than  correct  some  of  his  bad 
habits.  If  the  student  ever  makes  an  impressive 
speaker  or  reader,  he  must  unlearn  all  he  ever 
learned  of  elocution  while  attending  to  his  pre- 
paratory studies.  But  unfortunately,  only  a  very 
few  are  able  to  throw  off  these  bad  habits,  and  the 
feeble,  artificial,  affected  delivery  which  they  ac- 
quired in  the  elementary  schools  remains  with  the 
most  of  them  for  fife. 

But  it  will  be  asked,  Would  you  abolish  all  kinds 
of  public  speaking  and  reading  in  primary  and  pre- 
paratory schools  ?  Would  you  have  no  exercises 
in  these  schools,  either  in  debate,  dialogue,  or  de- 
clamation ?  Would  you  have  our  teachers  give 
no  instruction  whatever  in  elocution?  Our  an- 
swer to  these  questions  is,  that  we  believe  there  are 
no  qualifications  or  accomplishments  more  useful  or 
ornamental  than  good  reading  and  speaking ;  and 
that  they  deserve  attention  from  the  scholar  and 
the  teacher  in  proportion  to  their  high  value.  We 
think  it  the  duty  of  every  elementary  teacher  to 
X 


3^  DISTRICT    SCHOOL. 

use  every  means  in  his  power  to  make  every 
American  youth  who  may  attend  his  instructions 
a  good  reader  and  a  good  speaker.  But  we  must 
beg  leave  to  dissent  again  from  the  method  and 
systems  now  made  use  of  to  accomplish  this  de- 
sirable end.  We  say,  let  there  be  none  of  the 
machinery  of  art  about  it ;  let  nature  be  the  teacher 
— let  nature,  ever  ready  and  ever  able,  suggest 
the  manner,  and  let  not  this  be  shaped  and  fash- 
ioned by  art.  If  the  school-boy  has  disagreeable 
habits  or  ludicrous  tricks  when  speaking  or  reading, 
let  them  be  corrected ;  but,  commencing  with  the 
boys  before  they  have  formed  any  decided  manner 
whatever,  we  would  respectfully  recommend 
teachers  to  make  use  of  such  means  as  will  now  be 
described. 

When  children  repeat  the  alphabet,  and  begin  to 
spell  easy  words,  the  teacher  should  be  careful 
that  they  preserve  the  common  colloquial  tones  of 
voice.  In  making  their  first  recitations,  they  are 
apt  to  raise  the  voice  to  the  highest  pitch,  or  to 
sink  it  to  an  inaudible  whisper.  The  conversa- 
tional tone  is  seldom  employed.  It  is  while  learn- 
ing to  spell  that  children  first  learn  to  read  and 
speak  unnaturally.  As  soon  as  a  book  is  put  into 
their  hands,  they  think  it  necessary  (from  their  bad 
practice  with  the  teacher)  either  to  raise  or  sink 
the  voice.  It  is  at  this  stage  of  their  studies  that 
children  begin  to  acquire  the  habit  of  articulating 
indistinctly  ;  of  precipitating  syllable  after  syllable, 
and  of  putting  all  the  letters  of  the  word  into  con- 


DISTRICT  SCHOOL.  248 

fusion.  Now  they  begin  to  drawl  or  trail  the 
letters,  to  abridge  or  prolong  the  syllables ;  and  to 
pitch  the  voice  on  an  unnatural  key.  If  teachers 
are  not  attentive  to  children  when  they  first  begin 
to  read,  habits  will  be  formed  which  will  be  cor- 
rected with  great  difficulty,  or  remain  with  the 
pupil  through  life.  I  would  request  those  who 
have  not  observed  the  fact,  to  mark  the  unnatural 
manner  in  which  almost  all  young  children  read. 
Let  teachers,  then,  be  careful  that  their  pupils  learn 
to  spell  and  read  in  an  easy,  natural  manner. 

Another  cause  of  bad  reading  is,  teachers  permit 
their  scholars  to  read  what  they  do  not  understand. 
The  style  or  the  subject  of  the  reading  lessons, 
which  children  are  made  to  practise  on,  is  usually 
such  that  no  interest  is  felt  in  what  is  said ;  and 
the  child  receives  little  or  no  meaning  from  the 
words  he  is  compelled  to  pronounce.  This  makes 
the  exercise  a  mere  mechanical  employment.  The 
scholar  obtains  no  information  from  the  book,  and 
hence  never  supposes  it  necessary  to  communicate 
any  thing  to  his  hearers.  If  the  pupil  only  pro- 
nounces the  words  with  ease  and  rapidity,  he  gives 
the  utmost  satisfaction  to  himself  and  his  teacher ; 
the  sentiment  he  never  thinks  of.  The  practice  of 
pronouncing  words,  for  months  and  years  together, 
without  affixing  to  them  any  meaning  whatever^ 
produces  the  very  worst  habit  which  children  can 
possibly  acquire.  The  words  and  the  manner  in 
which  they  deliver  them,  are  all  the  children  ever 
Jbave  attended  to,  and,  in  all  probability,  all  they 


DISTRICT    SCHOOL. 

ever  will  attend  to.  Reading  in  this  manner,  dur- 
ing their  early  years,  contributes  greatly  towards 
forming  that  monotonous,  mechanical  delivery 
which  is  so  prevalent  both  in  public  and  in  pri- 
vate. To  prevent  this  exclusive  attention  to  the 
words  and  manner  only,  the  teacher  should  never 
suffer  his  scholars  to  read  what  they  do  not  under- 
stand. He  should  convince  his  scholars,  that  the 
object  of  reading  is  to  perceive  the  sentiment  of  the 
author,  and  to  convey  it  clearly  and  forcibly  to  his 
hearers.  He  should  labour  to  make  his  scholars 
become  absorbed  with  the  views,  feelings,  and 
sentiments  of  the  writer ;  and  to  withdraw  their 
attention  wholly  from  themselves  and  their  audi- 
ence. If  teachers  do  this,  they  will  cure  one  great 
cause  of  so  much  disgraceful,  offensive  reading  and 
speaking. 

Again,  school-boys  select  pieces  for  declama- 
tions in  which  they  can  feel  no  interest,  and  which 
have  no  interest  or  relation  to  the  audience  that  is^ 
addressed.  This  ruinous  practice  the  child  com- 
mences when  it  first  goes  to  school,  and  continues 
it  till  the  education  is  finished,  whether  at  an  ele- 
mentary school  or  at  a  professional  college.  Con- 
tinued exercises  like  these  will  make  any  one  in- 
sensible and  unnatural  in  their  delivery;  the  effect, 
wherever  the  experiment  has  been  made,  has  not 
been  otherwise,  nor  can  it,  from  the  very  nature 
of  the  exercise,  be  any  thing  else.  Teachers,  then, 
should  not  allow  their  scholars  to  speak  any  thing 
of  which  they  do  not  form  a  right  conception,  and 


DISTRICT    SCHOOL. 

in  which  they  do  not  feel  a  lively  interest.  The 
subjects  for  declamation  in  schools  should  be  those 
in  which  the  speaker  and  the  audience  are  deeply 
concerned.  Such  subjects  and  occasions  can 
always  be  furnished  by  an  ingenious  teacher. 

The  school  is  a  little  world  of  fears  and  desires, 
of  passions  and  interests,  of  ambition  and  do- 
minion; and  the  teacher  may  take  advantage  of 
these  conflicting  emotions,  and  secure  the  most 
absorbing  interest  in  the  debates  and  addresses  of 
his  pupils.  For  instance,  the  scholars  request  a 
holyday,  the  teacher  says  that  he  is  willing  to 
gratify  them,  if  they  can  convince  him  that  it  is  right 
to  do  so.  The  scholars,  now,  are  allowed  to  ex- 
press their  feelings,  and  present  the  claims  of  their 
petition.  The  teacher  hears  them  with  attention, 
and  replies  to  their  arguments  with  fairness  and 
respect.  The  scholars  become  deeply  engaged  in 
showing  the  reasonableness  of  their  request.  The 
teacher  sees  that  decorum  is  preserved,  and  that 
each  one  has  a  fair  chance  in  advocating  the  gene- 
ral cause.  After  the  debate  has  continued  a  rea- 
sonable time,  the  teacher  makes  the  decision  ac- 
cording to  the  merits  of  the  case.  This  is  one 
among  the  many  occurrences  which  daily  offer 
themselves  for  giving  a  real  occasion  and  a  real 
interest  to  the  debates  and  addresses  of  school- 
boys. An  ingenious  teacher  will  always  secure 
similar  opportunities  for  rhetorical  exercises  in 
school. 

If  all  teachers  would  do  this,  and  see  that  the 
X2 


24ff  DISTRICT  Bcnooii^ 

scholars  preserve  a  natural,  colloquial  tone  of  voice 
when  they  read  and  speak,  and  not  allow  them  to 
read  any  thing  but  what  they  understand,  there 
would  be  much  more  natural  speech  among  scholars 
and  public  speakers.  And  this  is  the  system  of 
rhetoric  which  we  would  recommend  teachers  to 
adopt.  And  though  the  teacher  will  not  attain  per- 
fection at  once,  yet  he  may  be  assured  that  while  he 
steadily  adheres  to  this  plan,  he  is  in  the  right  road 
to  it ;  instead  of  becoming,  as  in  the  other  plan^ 
more  and  more  artificial  the  longer  he  studies. 
And  every  advance  he  makes  will  produce  a  pro- 
portionate effect :  it  will  give  him  more  and  more 
of  that  hold  on  the  attention,  the  understanding,  and 
the  feelings  of  the  audience  which  no  measured 
cadence  and  studied  modulation  can  ever  attain. 
As  the  perverted  taste  now  is,  others  may  be  more 
fortunate  in  escaping  censure  and  ensuring  admira- 
tion; but  the  natural  reader  or  speaker  will  far 
more  surpass  them,  in  respect  of  the  proper  object 
of  the  orator,  whicL  is,  to  carry  his  points 


I 


DISTRICT   SGHOOX,.  t4S 

SECTION  XXI. 

RELIGIOUS    INSTRUCTION   IN   COMMON   SCHOOLS. 

I  AM  SO  well  pleased  with  what  Mr.  J.  Abbot 
has  said,  in  his  "  Teacher,"  on  religious  instruction 
in  schools,  that  I  have  thought  it  advisable  to  ex- 
tract from  that  valuable  work  what  I  desire  should 
be  said  on  this  important  subject. 

"  In  consequence  of  the  unexampled  religious 
liberty  enjoyed  in  this  country,  for  which  it  is 
happily  distinguished  above  all  other  countries  on 
the  globe,  there  necessarily  results  a  vast  variety 
of  religious  sentiments  and  action.  We  cannot 
enjoy  the  blessings  without  the  inconveniences  of 
freedom.  Where  every  man  is  allowed  to  believe 
as  he  pleases,  some  will  undoubtedly  believe  wrong, 
and  others  will  be  divided,  by  embracing  views 
of  a  subject  which  are  different,  though  perhaps 
equally  consistent  with  truth.  Hence,  we  have 
among  us  every  shade  and  every  variety  of  religious 
opinion,  and,  in  many  cases,  contention  and  strife 
resulting  from  hopeless  efforts  to  produce  uni- 
formity. 

"  A  stranger  who  should  come  among  us  would 
suppose,  from  the  tone  of  our  religious  journals, 
and  from  the  aspect  of  society  on  the  subject  of 


248  DISTRICT   SCHOOL. 

religion,  that  the  whole  community  was  divided 
into  a  thousand  contending  sects,  who  hold  nothing 
in  common,  and  whose  sole  objects  are  the  annoy- 
ance and  destruction  of  each  other.  But  if  we 
leave  out  of  view  some  hundreds,  or,  if  you  please, 
some  thousands,  of  theological  controversialists, 
who  manage  the  public  discussions,  and  say  and 
do  all  that  really  comes  before  the  public  on  this 
subject,  it  will  be  found  that  there  is  vastly  more 
religious  truth  admitted  by  common  consent  among 
the  people  of  New-England  than  is  generally  sup- 
posed. This  common  ground,  I  shall  endeavour 
briefly  to  describe :  for  it  is  very  plain  that  the 
teacher  must,  in  ordinary  cases,  confine  himself  to 
it.  By  common  consent,  however,  I  do  not  mean 
the  consent  of  everybody ;  I  mean  that  of  the 
great  majority  of  serious  thinking  men. 

"  But  let  us  examine,  first,  for  a  moment,  what 
right  any  member  of  the  community  has  to  express 
and  to  disseminate  his  opinions ;  with  a  view  to  the 
inquiry  whether  the  teacher  is  really  bound  to  con- 
fine himself  to  what  he  can  do  on  the  subject,  with 
the  common  consent  of  his  employers. 

"  The  French  nation  has  been,  for  some  time,  as 
is  well  known,  strongly  agitated  with  questions  of 
politics.  It  is  with  difficulty  that  public  tranquillity 
is  preserved.  Every  man  takes  sides.  Now,  in 
this  state  of  things,  a  wealthy  gentleman,  opposed 
to  the  revolutionary  projects  so  constantly  growing 
up  there,  and  from  principle  and  feeling  strongly 
attached  to  a  monarchical  government,  wishes  to 


I 


DISTRICT   SCHOOL.  249 

bring  up  his  children  with  the  same  feeUngs  which 
he  himself  cherishes.  He  has  a  right  to  do  so. 
No  matter  if  his  opinions  are  wrong.  He  ought, 
it  will  be  generally  supposed  in  this  country,  to  be 
a  republican.  I  suppose  him  to  adopt  opinions 
which  will  generally,  by  my  readers,  be  considered 
wrong,  that  I  may  bring  more  distinctly  to  view 
the  right  he  has  to  educate  his  children  as  he  thinks 
it  proper  that  they  should  be  educated.  He  may 
be  wrong  to  form  such  opinions.  But  the  opinions 
once  formed,  he  has  a  right,  with  which  no  human 
power  can  justly  interfere,  to  educate  his  children 
in  conformity  with  those  opinions.  It  is  alike  the 
law  of  God  and  nature,  that  the  father  should  con- 
trol, as  he  alone  is  responsible  for,  the  education  of 
his  child. 

"  Now,  under  these  circumstances,  he  employs 
an  American  mechanic,  who  is  residing  in  Paris,  to 
come  and  teach  his  children  the  use  of  the  lathe. 
After  some  time,  he  comes  into  their  little  work- 
shop, and  is  astonished  to  find  the  lathe  standing 
still,  and  the  boys  gathered  round  the  republican 
turner,  who  is  telling  them  stories  of  the  tyranny 
of  kings,  the  happiness  of  republicans,  and  the  glory 
of  war.  The  parent  remonstrates.  The  mechanic 
defends  himself. 

"  *  I  am  a  republican,'  he  says, '  upon  principle, 
and  wherever  I  go,  I  must  exert  all  the  influence 
in  my  power  to  promote  free  principles,  and  to 
expose  the  usurpation  and  the  tyranny  of  kings*' 


DISTRICT    SCHOOL. 

**  To  this,  the  Frenchman  might  very  properly 
reply, 

"  *  In  your  efforts  to  promote  your  principles 
you  are  limited,  or  you  ought  to  be  limited,  to 
modes  that  are  proper  and  honourable.  I  employ 
you  for  a  distinct  and  specific  purpose,  which  has 
nothing  to  do  with  questions  of  government ;  and 
you  ought  not  to  allow  your  love  of  republican 
principles  to  lead  you  to  take  advantage  of  the 
position  in  which  I  place  you,  and  interfere  with 
my  plans  for  the  political  education  of  my  chil- 
dren.' 

"  Now  for  a  parallel  case.  A  member  of  a  Con- 
gregational society  is  employed  to  teach  a  school 
in  a  district  occupied  exclusively  by  Quakers, — a 
case  not  uncommon.  He  is  employed  there,  not 
as-a  religious  teacher,  but  for  another  specific  and 
well-defined  object.  It  is  for  the  purpose  of  teach- 
ing the  children  of  that  district  reading,  writing, 
and  calculation,  and  for  such  other  purposes,  analo- 
gous to  this,  as  the  law  providing  for  the  estab- 
lishment of  district  schools  contemplated. 

"  Now,  when  he  is  placed  in  such  a  situation, 
with  such  a  trust  confided  to  him,  and  such  duties  to 
discharge,  it  is  not  right  for  him  to  make  use  of  the 
influence  which  this  ofiicial  station  gives  him  over 
the  minds  of  the  children  committed  to  his  care, 
for  the  accomplishment  of  any  other  purposes  what- 
ever which  the  parents  would  disapprove.  It 
would  not  be  considered  right,  by  men  of  the 
world,  to  attempt  to  accomplish  any  other  purposes 


DISTRICT   SCHOOIi.  251 

in  such  a  case ;  and  are  the  pure  and  holy  prin- 
ciples of  piety  to  be  extended  by  methods  more 
exceptionable  than  those  by  which  poHtical  and 
party  contests  are  managed  ? 

"  There  is  a  very  great  and  obvious  distinction 
between  the  general  influence  which  the  teacher 
exerts  as  a  member  of  the  community,  and  that 
which  he  can  employ  in  his  school-room  as  teacher. 
He  has  unquestionably  a  right  to  exert  upon  the 
community,  hy  such  means  as  he  shares  in  common 
with  every  other  citizen,  as  much  influence  as  he 
can  command  for  the  dissemination  of  his  own 
political,  or  religious,  or  scientific  opinions.     But 
the  strong  ascendency  which,  in  consequence  of 
his  official  station,  he  has  obtained  over  the  minds 
of  his  pupils,  is  sacred.     He  has  no  right  to  use  it 
for  any  purpose  foreign  to  the  specific  objects  for 
which  he  is  employed,  unless  hy  the  consent,  ex- 
pressed or  implied,  of  those  by  whom  he  is  intrusted 
with  their  charge.     The  parents  who  send  their 
children  to  him  to  be  taught  to  read,  to  write,  and 
to  calculate,  may  have  erroneous  views  of  their 
duty  as  parents  in  other  respects.     He  may  know 
that  their  views  are  erroneous.     They  may  be 
taking  a  course  which  the  teacher  knows  is  wrong. 
But  he  has  not  a  right  on  this  account  to  step  in 
between  the  parent  and  the  child,  to  guide  the 
latter  according  to  his  opinions,  and  to  violate  the 
wishes  and  thwart  the  plans  of  the  former. 

"  God  has  instituted  the  relation  between  the 
parent  and  the  child,  and,  according  to  any  view 


S53  DISTRICT    SCHOOL. 

which  a  rational  man  can  take  of  this  relation,  the 
parent  is  alone  responsible  for  the  guidance  he 
gives  to  that  mind  so  entirely  in  his  own  power. 
He  is  responsible  to  God  ;  and  where  our  opinions, 
in  regard  to  the  manner  in  which  any  of  the  duties 
arising  from  the  relation  are  to  be  performed,  differ 
from  his,  we  have  no  right  to  interfere  without  his 
consent,  to  rectify  what  we  thus  imagine  to  be 
wrong.  I  know  of  but  one  exception  which  any 
man  whatever  would  be  inclined  to  make  to  this 
principle ;  and  that  is,  where  the  parent  would,  if 
left  to  himself,  take  such  a  course  as  would  ulti- 
mately make  his  children  unsafe  members  of  society. 
The  community  have  a  right  to  interfere  in  such  a 
case,  as  they  in  fact  do,  by  requiring  every  man  to 
provide  for  the  instruction  of  his  children,  and  in 
some  other  ways  which  need  not  now  be  specified. 
Beyond  this,  however,  no  interference  contrary  to 
the  parent's  consent  is  justifiable.  Where  parents 
will  do  wrong,  notwithstanding  any  persuasions 
which  we  can  address  to  them,  we  must  not  violate 
the  principles  of  an  arrangement  which  God  has 
himself  made,  but  submit  patiently  to  the  awful 
consequences  which  will  in  some  cases  occur ;  re- 
flecting that  the  liability  for  these  consequences  is 
on  the  head  of  those  who  neglect  their  duty,  and 
that  the  Being  who  makes  them  liable  will  settle 
the  account. 

"  Whatever,  then,  the  teacher  attempts  to  do  be- 
yond the  specific  and  defined  duties  which  are  in- 
cluded among  the  objects  for  which  he  is  em- 


BlSTRICT    SCHOOL.  ^53l 

ployed,  must  be  done  hy permission — by  the  volun- 
tary consent,  whether  tacit  or  openly  expressed, 
of  those  by  whom  he  is  employed.  This,  of  course, 
confines  him  to  what  is,  generally,  common  ground 
among  his  particular  employers.  In  a  republican 
country,  where  all  his  patrons  are  republican,  he 
may,  without  impropriety,  explain  and  commend 
to  his  pupils,  as  occasion  may  occur,  the  principles 
of  free  governments,  and  the  blessings  which  may 
be  expected  to  flow  from  them  ;  but  it  would  not 
be  justifiable  for  him  to  do  this  under  a  monarchy, 
or  in  a  community  divided  in  regard  to  this  sub- 
ject, because  this  question  does  not  come  within 
the  objects  for  the  promotion  of  which  his  patrons 
have  associated  and  employed  him ;  and  conse- 
quently he  has  no  right,  while  continuing  their 
teacher,  to  go  into  it  without  their  consent.  In  the 
same  manner,  an  Episcopal  teacher,  in  a  private 
school,  formed  and  supported  by  Episcopalians, 
may  use  and  commend  forms  of  prayer,  and  ex- 
plain the  various  usages  of  that  church,  exhibiting 
their  excellence  and  their  adaptation  to  the  pur- 
poses for  which  they  were  intended.  He  may 
properly  do  this,  because,  in  the  case  supposed,  the 
patrons  of  the  school  are  united  on  this  subject, 
and  their  tacit  consent  may  be  supposed  to  be  given. 
But  place  the  same  teacher  over  a  school  of  Quaker 
children,  whose  parents  dislike  forms  and  cere- 
monies of  every  kind  in  religion,  and  his  duty  would 
be  changed  altogether.  So,  if  a  Roman  Catholic 
is  intrusted  with  the  instruction  of  a  common  dis- 
Y 


854  DISTRICT    SCHOOL. 

trict  school,  in  a  community  composed  of  many 
Protestant  denominations,  it  would  be  plainly  his 
duty  to  avoid  all  influence,  direct  or  indirect,  over 
the  minds  of  his  pupils,  except  in  those  religious 
sentiments  and  opinions  which  are  common  to  him- 
self and  all  his  employers.  I  repeat  the  principle. — 
He  is  employed  for  a  specific  purpose,  and  he  has 
no  right  to  wander  from  that  purpose,  except  as  far 
as  he  can  go  with  the  common  consent  of  his  em- 
ployers. 

"  Now  the  common  ground,  on  religious  subjects, 
is  very  broad.  There  are,  indeed,  many  princi- 
ples which  are,  in  my  view,  essential  parts  of 
Christianity,  which  are  subjects  of  active  discus- 
sion among  us ;  but,  setting  these  aside,  there  are 
other  principles  equally  essential,  in  regard  to 
which  the  whole  community  are  agreed  ;  or,  if  at 
least  there  is  a  dissenting  minority,  it  is  so  small 
that  it  is  hardly  to  be  considered.  Let  us  look  at 
some  of  these  principles. 

"  1.  Our  community  is  agreed  that  there  is  a  God. 
There  is  probably  not  a  school  in  our  country 
where  the  parents  of  the  scholars  would  not  wish 
to  have  the  teacher,  in  his  conversation  with  his 
pupils,  take  this  for  granted,  and  allude  reverently 
and  judiciously  to  that  great  Being,  with  the  design 
of  leading  them  to  realize  his  existence  and  to  iee\ 
his  authority. 

"  2.  Our  community  are  agreed  that  we  are  re- 
sponsible to  God  for  all  our  conduct.  Though 
some  persons  absurdly  pretend  to  believe  that  the 


DISTKICT    SCHOOL.  255 

Being  who  formed  this  world,  if  indeed  they  think 
there  is  any  such  Being,  has  left  it  and  its  inhabit- 
ants to  themselves,  not  inspecting  their  conduct, 
and  never  intending  to  call  them  to  an  account ; 
these  are  too  few  among  us  to  need  consideration. 
A  difference  of  opinion  on  this  subject  might  em- 
barrass the  teacher  in  France,  and  in  other  coun- 
tries in  Europe,  but  not  here.  However  negligent 
men  may  be  in  obeying  God's  commands,  they  do 
almost  universally,  in  our  country,  admit  in  theory 
the  authority  from  which  they  come ;  and  be- 
lieving this,  the  parent,  even  if  he  is  aware  that  he 
himself  does  not  obey  these  commands,  chooses  to 
have  his  children  taught  to  respect  them.  The 
teacher  will  thus  be  acting  with  the  consent  of  his 
employers  in  alrhost  any  part  of  our  country,  in 
endeavouring  to  influence  his  pupils  to  perform 
moral  duties,  not  merely  from  worldly  motives, 
nor  from  mere  abstract  principles  of  right  and 
wrong,  but /?'om  regard  to  the  authority  of  God. 

"  3.  The  conmi unity  are  agreed,  too,  in  the  belief 
of  the  immortality  of  the  soul.  They  believe,  almost 
without  exception,  that  there  is  a  future  state  of 
being,  to  which  this  is  introductory  and  prepara- 
tory, and  almost  every  father  and  mother  in  our 
country  wish  to  have  their  children  keep  this  in 
mind,  and  to  be  influenced  by  it  in  all  their 
conduct. 

"  4.  The  community  are  agreed  that  we  have  a 
revelation  from  Heaven.  I  believe  there  are  very 
few  instances  where  the  parents  would  not  be  glad 


256  DISTniCT    SCHOOL. 

to  have  the  Bible  read  from  time  to  time,  its  geo- 
graphical and  historical  meanings  illustrated,  and 
its  moral  lessons  brought  to  bear  upon  the  hearts 
and  lives  of  their  children.  Of  course,  if  the 
teacher  is  so  unwise  as  to  make  such  a  privilege, 
if  it  were  allowed  him,  the  occasion  of  exerting  an 
influence  upon  one  side  or  the  other  of  some  ques- 
tion which  divides  the  community  around  him,  he 
must  expect  to  excite  jealousy  and  distrust,  and  to 
be  excluded  from  a  privilege  which  he  fhight  other- 
wise have  been  permitted  freely  to  enjoy.  There 
may,  alas  1  be  some  cases  where  the  use  of  the 
Scriptures  is  altogether  forbidden  in  school ;  but 
probably  in  almost  every  such  case,  it  would  be 
found  that  it  was  from  fear  of  its  perversion  to 
sect  or  party  purposes,  and  not  to  any  unwilling- 
ness to  have  the  Bible  used  in  the  way  I  have 
described. 

"  5.  The  community  are  agreed  in  theory  that 
personal  attachment  to  the  Supreme  Being  is  the 
duty  of  every  human  soul ;  and  every  parent,  with 
exceptions  so  few  that  they  are  not  worth  naming, 
wishes  that  his  children  should  cherish  that  affec- 
tion, and  yield  their  hearts  to  its  influence.  He  is 
willing,  therefore,  that  the  teacher,  of  course  with- 
out interfering  with  the  regular  duties  for  the  per- 
formance of  which  he  holds  his  office,  should,  from 
time  to  time,  so  speak  of  this  duty, — of  God's  good- 
ness to  men,  of  his  daily  protection,  his  promised 
favours, — as  to  awaken,  if  possible,  this  attachment 
in  the  hearts  of  his  children.     Of  course,  it  is  very 


DISTRICT    SCHOOL.  257 

easy  for  the  teacher,  if  he  is  so  disposed,  to  abuse 
this  privilege  also.  He  can,  under  pretence  of 
awakening  and  cherishing  the  spirit  of  piety  in  the 
hearts  of  his  pupils,  present  the  subjects  in  such 
aspects  and  relations  as  to  arouse  the  sectarian  or 
denominational  feelings  of  some  of  his  employers. 
But  I  believe,  if  this  was  honestly  and  fully  avoided, 
there  are  few,  if  any,  parents  in  our  country  who 
would  not  be  gratified  to  have  the  great  principle 
of  love  to  God  manifest  itself  in  the  instructions  of 
the  school-room,  and  showing  itself  by  its  genuine 
indications  in  the  hearts  and  conduct  of  their 
children. 

"  6.  The  community  are  agreed,  not  only  in 
believing  that  piety  consists  primarily  in  love  to 
God,  but  that  the  life  of  piety  is  to  be  commenced  by 
penitence  for  past  sins,  and  forgiveness,  in  some  way 
or  other,  through  a  Saviour.  I  am  aware  that  one 
class  of  theological  writers,  in  the  heat  of  contron 
versy,  charge  the  other,  that  Jesus  Christ  was 
nothing  more  or  less  than  a  teacher  of  religion,  and 
there  are,  unquestionably,  individuals  who  take 
this  view.  But  these  individuals  are  few.  There 
are  very  few  in  our  community  who  do  not,  in 
some  sense,  look  upon  Jesus  Christ  as  our  Saviour, 
— our  Redeemer ;  who  do  not  feel  themselves  in 
some  way  indebted  to  him,  for  the  offer  of  pardon. 
There  may  be,  here  and  there,  a  theological  student, 
or  a  contributor  to  the  columns  of  a  polemical 
magazine,  who  ranks  Jesus  Christ  with  Moses  and 
with  Paul.  But  the  great  mass  of  the  fathers  and 
Y2 


258  DISTRICT    SCHOOL. 

mothers  of  every  name  and  denomination,  through 
all  the  ranks  of  society,  look  up  to  the  Saviour  of 
sinners  with  something,  at  least,  of  the  feeling  that 
he  is  the  object  of  extraordinary  affection  and  rev- 
erence. I  am  aware,  however,  that  I  am  approach- 
ing the  limit,  which,  in  many  parts  of  our  country, 
ought  to  bound  the  religious  influence  of  the  teacher 
in  a  public  school ;  and  on  this  subject,  as  on  every 
other,  he  ought  to  do  nothing,  directly  or  indirectly, 
which  would  be  displeasing  to  those  who  have 
entrusted  children  to  his  care. 

"  So  much  ground,  it  seems,  the  teacher  may 
occupy,  by  common  consent,  in  New-England,  and 
it  certainly  is  a  great  deal.  It  may  be  doubted 
whether,  after  all  our  disputes,  there  is  a  country 
in  the  world  whose  inhabitants  have  so  much  in 
common  in  regard  to  religious  belief.  There  is, 
perhaps,  no  country  in  the  world  where  the  teacher 
may  be  allowed  to  do  so  much,  towards  leading 
his  pupils  to  fear  God,  and  to  obey  his  commands, 
with  the  cordial  consent  of  their  parents,  as  he  can 
here. 

"  The  ground  which  I  have  been  laying  out  is 
common  all  over  our  country  ;  in  particular  places 
there  will  be  even  much  more  that  is  common ;  of 
course  the  teacher,  in  such  cases,  will  be  at  much 
greater  liberty.  If  a  Roman  Catholic  community 
establish  a  school,  and  appoint  a  Roman  Catholic 
teacher,  he  may  properly,  in  his  intercourse  with 
his  scholars,  allude,  with  commendation,  to  the 
opinions  and  practices  of  that  church.     If  a  college 


DISTRICT    SCHOOI/.  2S^ 

is  established  by  a  Methodist  denomination,  the 
teacher  of  that  institution  may,  of  course,  explain 
and  enforce  there  the  views  of  that  society.  Each 
teacher  is  confined  only  to  those  views  which  is 
common  to  the  founders  and  supporters  of  the  par- 
ticular institutions  to  which  he  is  attached. 

"  I  trust  the  principle  which  I  have  been  attempt- 
ing to  enforce  is  fully  before  the  reader's  mind, 
namely,  that  moral  and  religious  instruction  in  a 
school  being  in  a  great  degree  extra-official  in  its 
nature,  must  be  carried  no  farther  than  the  teacher 
can  go  with  the  common  consent,  either  expressed 
or  implied,  of  those  who  have  founded  and  who 
support  his  school.  Of  course,  if  those  founders 
forbid  it  altogether,  they  have  a  right  to  do  so,  and 
the  teacher  must  submit.  The  only  question  that 
can  justly  arise  is,  whether  he  will  remain  in  such 
a  situation,  or  seek  employment  where  a  door  of 
usefulness,  here  closed  against  him,  will  be  opened. 
While  he  remains,  he  must  fully  and  honestly  sub- 
mit to  the  wishes  of  those  in  whose  hands  Provi- 
dence has  placed  the  ultimate  responsibility  of 
training  up  the  children  of  his  school.  It  is  only 
for  a  partial  and  specific  purpose  that  they  are 
placed  under  his  care. 

"  The  religious  reader  may  inquire  why  I  am  so 
anxious  to  restrain,  rather  than  to  urge  on,  the 
exercise  of  religious  influence  in  schools.  '  There 
is  far  too  little,'  some  one  will  say,  '  instead  of  too 
much  ;  and  teachers  need  to  be  encouraged  and  led 
on  in  this  duty,  not  to  be  restrained  from  it.'    There 


260  DISTRICT   SCHOOL. 

is,  indeed,  far  too  little  religious  influence  exerted 
in  common  schools.  What  I  have  said  has  been 
intended  to  prepare  a  way  for  an  increase  of  it. 
My  view  of  it  is  this : 

*'  If  teachers  do  universally  confine  themselves 
to  limits  which  I  have  been  attempting  to  define, 
they  may  accomplish,  within  these  limits,  a  vast 
amount  of  good.  By  attempting,  however,  to  ex- 
ceed them,  the  confidence  of  parents  is  destroyed 
or  weakened,  and  the  door  closed.  In  this  way, 
injury  to  a  very  great  extent  has  been,  in  many 
parts  of  our  country,  done.  Parents  are  led  to 
associate  with  the  very  idea  of  religion,  indirect, 
and  perhaps  secret,  efforts  to  influence  their  chil- 
dren in  a  way  which  they  themselves  would  dis- 
approve. They  transfer  to  the  cause  of  piety  itself 
the  dislike  which  was  first  awakened  by  exception- 
able means  to  promote  it ;  and  other  teachers, 
seeing  these  evil  effects,  are  deterred  from  attempt- 
ing what  they  might  easily  and  pleasantly  accom- 
plish. Before,  therefore,  attempting  to  enforce  the 
duty,  and  explain  the  methods  of  exerting  religious 
influence  in  school,  I  thought  proper  distinctly  to 
state  with  what  restrictions,  and  within  what  limits, 
the  work  is  to  be  done. 

"  There  are  many  teachers  who  profess  to  cherish 
the  spirit,  and  to  entertain  the  hopes  of  piety,  who 
yet  make  no  effort  whatever  to  extend  its  influ- 
ence to  the  hearts  of  their  pupils.  Others  appeal 
sometimes  to  religious  truth,  merely  to  assist  them 
in  the  government  of  the  school.     They  perhaps 


DISTKICT    SCHOOL.  2<H 

bring  it  before  the  minds  of  disobedient  pupils 
in  a  vain  effort  to  make  an  impression  upon  the  con- 
science of  one  who  has  done  wrong,  and  who  can- 
not by  other  means  be  brought  to  submission. 
But  the  pupil  in  such  cases  understands,  or,  at  least, 
he  believes  that  the  teacher  applies  to  religious  truth 
only  to  eke  out  his  own  authority,  and,  of  course, 
it  produces  no  effect.  Another  teacher  thinks  he 
must,  to  discharge  his  duty,  give  a  certain  amount 
weekly  of  what  he  considers  religious  instruction. 
He  accordingly  appropriates  a  regular  portion  of 
time  to  a  formal  lecture  or  exhortation,  which  he 
delivers  without  regard  to  the  mental  habits  of 
thought  and  feeling  which  prevail  among  his 
charge.  He  forgets  that  the  heart  must  be  led, 
not  driven  to  piety,  and  that  unless  his  efforts  are 
adapted  to  the  nature  of  the  minds  he  is  acting 
upon,  and  suited  to  influence  them,  he  must  as  cer- 
tainly fail  of  success  as  when  there  is  a  want  of 
adaptedness  between  the  means  and  the  end  in  any 
other  undertaking  whatever. 

"  The  arrangement  which  seems  to  me  as  well 
calculated  as  any  for  the  religious  exercises  of  a 
school  is  this : — 

"1.  In  the  morning,  open  the  school  with  a  very 
short  prayer,  resembling  in  its  object  and  length 
the  opening  prayer  in  the  morning  at  the  Congre- 
gational churches.  The  posture  which,  from  four 
years'  experience,  I  would  recommend  at  this  ex- 
ercise, is  sitting  with  the  heads  reclined  upon  the 
desks.     The   prayer,  besides  being  very  short, 


k 


262  DISTRICT    SCHOOL. 

Bhould  be  simple  in  its  language,  and  specific  in  its 
petitions.  A  degree  of  particularity  and  fami- 
liarity, which  might  be  improper  elsewhere,  is  not 
only  allowable  here,  but  necessary  to  the  produc- 
tion of  the  proper  effect.  That  the  reader  may 
understand  to  what  extent  I  mean  to  be  understood 
to  recommend  this,  I  will  subjoin  a  form,  such  as 
in  spirit  I  suppose  such  a  prayer  ought  to  be. 

"  '  Our  Father  in  heaven,  who  has  kindly  pre- 
served the  pupils  and  the  teacher  of  this  school 
during  the  past  night,  come  and  grant  us  a  con- 
tinuance of  thy  protection  and  blessing  during  this 
day.  We  cannot  spend  the  day  prosperously  and 
happily  without  Thee.  Come,  then,  and  be  in  this 
school-room  during  this  day,  and  help  us  all  to  be 
faithful  and  successful  in  duty. 

" '  Guide  the  teacher  in  all  tliat  he  may  do.  Give 
him  wisdom,  and  patience,  and  faithfulness.  May 
he  treat  all  his  pupils  with  kindness ;  and  if  any  of 
them  should  do  any  thing  that  is  wrong,  wilt  Thou 
help  him  firmly,  but  gently,  to  endeavour  to  bring 
them  back  to  duty.  May  he  sympathize  with  the 
difficulties  and  trials  of  all,  and  promote  the  present 
happiness,  as  well  as  the  intellectual  progress  of 
all  who  are  committed  to  his  care. 

"  '  Take  care  of  the  pupils  too.  May  they  spend 
the  day  pleasantly  and  happily  together.  Wilt 
Thou,  who  didst  originally  give  us  all  our  powers, 
direct  and  assist  us  all  this  day  in  the  use  and  im- 
provement of  them.  Remove  difficulties  from  our 
path,  and  give  us  all  fidelity  and  patience  in  every 


DISTRICT  SCHOOL.  263 

duty.  Let  no  one  of  us  destroy  our  peace  and 
happiness  this  day  by  breaking  any  of  thy  com- 
mands, or  encouraging  our  companions  in  sin,  or 
neglecting,  in  any  respect,  our  duty.  We  ask  all 
in  the  name  of  our  Great  Redeemer.    Amen.' 

"  Of  course,  the  prayer  of  each  day  will  be  varied, 
unless,  in  special  cases,  the  teacher  prefers  to  read 
some  form  like  the  above.  But  let  every  one  be 
minute  and  particular — relating  especially  to 
schools — to  school  temptations,  and  trials,  and  diffi- 
culties. Let  every  one  be  filled  with  expressions 
relating  to  schools,  so  that  it  will  bear  upon  every 
sentence  the  impression  that  it  is  the  petition  of  a 
teacher  and  his  pupils  at  the  throne  of  grace. 

"  2.  If  the  pupils  can  sing,  there  may  be  a  single 
verse,  or  sometimes  two  verses  of  a  well  known 
hymn,  sung  after  the  prayer  at  the  opening  of  the 
school.  Teachers  will  find  it  much  easier  to  in- 
troduce this  practice  than  it  would  at  first  be  sup- 
posed. In  almost  every  school,  there  are  enough 
who  can  sing  to  begin,  especially  if  the  first  ex- 
periment is  made  in  a  recess,  or  before  or  after 
school ;  and  the  beginning  once  made,  the  difficulty 
is  over.  If  but  few  tunes  are  sung,  a  very  large 
proportion  of  the  scholars  will  soon  learn  them. 

"  8.  Let  there  be  no  other  regular  exercise  until 
the  close  of  the  afternoon  school.  When  that  hour 
has  arrived  let  the  teacher  devote  a  very  short  period 
— five  minutes  perhaps — to  religious  instruction^ 
given  in  various  ways.  At  one  time  he  may  explain 
and  illustrate   some  important  truth;  at  another, 


264  DISTRICT  SCHOOL. 

read  and  comment  upon  a  very  short  portion  of 
Scripture:  at  another,  relate  an  anecdote,  or  fact, 
which  will  tend  to  interest  the  scholars  in  perform- 
ance of  duty.  The  teacher  should  be  very  careful, 
on  such  occasions,  not  to  imitate  the  formal  style  of 
exhortation  from  the  pulpit.  Let  him  use  no  cant 
and  hackneyed  phrases,  and  never  approach  the 
subject  of  personal  piety — i.  e.  such  feelings  as  peni- 
tence for  sin,  trust  in  God,  and  love  for  the  Saviour, 
unless  his  own  heart  is  really,  at  the  time,  warmed 
by  the  emotions  which  he  wishes  to  awaken  in 
others.  Children  very  easily  detect  hypocrisy. 
They  know  very  well,  when  a  parent  or  teacher 
is  talking  to  them  on  religious  subjects  merely  as 
a  matter  of  course,  for  the  sake  of  effect ;  and 
such  constrained  and  formal  efforts  never  do  any 
good. 

"  Let,  then,  every  thing  which  you  do  in  reference 
to  this  subject,  be  done  with  proper  regard  to  the 
character  and  condition  of  the  youthful  mind,  in 
such  a  way  as  shall  be  calculated  to  interest  as  well 
as  to  instruct.  A  cold  and  formal  exhortation,  or 
even  an  apparently  earnest  one,  delivered  in  a 
tone  of  affected  solemnity,  will  produce  no  good 
effect.  Perhaps  I  ought  not  to  say  it  will  produce 
no  good  effect :  for  good  does  sometimes  result,  as 
a  sort  of  accidental  consequence,  from  almost  any 
thing.  I  mean  it  will  have  no  effectual  tendency 
to  do  good.  You  must  vary  your  method  too,  in 
order  to  interest  your  pupils.  Watch  their  coun- 
tenances when  you  are  addressing  them,  and  see 


-0^ 

WISTRICT    SCHOOL.  266 

if  they  look  interested.  If  they  do  not,  be  assured 
that  there  is  something  wrong,  or  at  least  some- 
thing ill-judged  or  inefficient  in  your  manner  of 
explaining  the  truths  which  you  wish  to  have  pro- 
duce an  effect  upon  their  minds. 

*'  That  you  may  be  prepared  to  bring  moral  and 
religious  truths  before  their  minds  in  the  way  I 
have  described,  your  own  mind  must  take  a  strong 
interest  in  this  class  of  truths.  You  must  habituate 
yourself  to  look  at  the  moral  and  religious  aspects 
and  relations  of  all  that  you  see  and  hear.  When 
you  arc  reading,  notice  such  facts  and  remember 
such  narratives  as  you  can  turn  to  good  account 
in  this  way.  In  the  same  way,  treasure  up  in 
your  mind  such  occurrences  as  may  come  under 
your  own  personal  observation,  when  travelling,  or 
when  mixing  with  society."    *    *    *    * 


PART  ir. 


SECTION  I. 


EVILS    FROM    IGNORANCE. 


When  we  look  into  the  history  of  this  world, 
two  things  are  seen  upon  nearly  every  page, — man's 
ignorance  and  man's  wickedness.  History  presents 
another  truth ;  the  most  ignorant  individuals  and 
nations  have  been  the  most  vicious  and  degraded. 
The  present  condition  of  the  world  reveals  slavery 
and  misery  where  the  people  are  ignorant,  and 
liberty  and  happiness  where  there  is  mental  and 
moral  light.  When  the  mind  is  not  improved  by 
virtue  and  knowledge,  it  will  be  governed  and 
debased  by  the  passions  and  appetites,  or  employed 
in  planning  and  executing  that  which  destroys  hap- 
piness and  prevents  improvement. 

How  far  human  suffering  may  be  attributed  to 
ignorance,  or  how  many  of  the  evils  which  have 
and  do  exist  among  the  inhabitants  of  this  earth 
originated  from  ignorance,  would  be  difficult  to 
ascertain ;  but  we  do  see  and  know  enough,  to 


DISTRICT    SCHOOL.  267 

say,  that  the  amount  of  suffering  from  ignorance  is 
immeasurable,  and  that  the  evils  are  innumerable. 
Ignorance  has  not  only  multiplied  evils,  by  mis- 
applying what  is  good,  but  has  given  an  imagin- 
ary existence  to  many  of  the  most  fearful  nature, 
which  have  long  distressed  and  enslaved  the  human 
race. 

While  ignorant  of  the  laws  of  nature,  man  has 
connected  with  some  of  her  most  beautiful  and 
benevolent  operations,  false  and  imaginary  terrors. 
Before  the  sun  of  knowledge  has  poured  light  upon 
the  mental  darkness  of  a  tribe  or  nation,  an  eclipse 
of  the  sun  in  the  heavens  is  viewed  by  the  terrified 
and  trembling  beholders  with  the  utmost  dismay 
and  consternation.  The  ignorant  have  supposed 
the  moon,  while  in  an  eclipse,  or  what  is  the  same 
thing,  while  passing  through  the  shadow  of  the 
earth,  was  sickening  or  dying  through  the  influence 
of  enchanters.  To  appease  the  enemies  of  their 
evening  luminary,  they  have  practised  the  most 
torturing  and  irrational  ceremonies,  and  submitted 
themselves  to  the  most  excruciating  pain.  Many 
tribes  and  nations  are  still  enslaved  by  these  foolish 
notions  and  cruel  customs.  The  appearance  of 
comets,  too,  are  still  regarded  as  forerunners  of 
earthquakes,  famines,  pestilences,  and  the  most 
dreadful  calamities.  They  know  not  that  comets 
are  regular  bodies  belonging  to  our  system,  and 
appear  and  disappear  at  stated  periods  of  time. 
After  a  slight  knowledge  of  the  heavenly  bodies, 


268  DISTRICT    SCHOOL. 

the  appearance  of  a  comet  excites  as  little  fear  as 
the  appearance  of  the  sun. 

Ignorance  has  admitted  into  the  minds  of  men 
many  absurd  notions  respecting  judicial  astrology, 
which  have  destroyed  the  peace  and  happiness  of 
many  tribes  and  nations.  They  have  supposed 
that  the  characters  and  destinies  of  men  are  fixed, 
by  the  appearance  of  certain  stars,  or  the  meeting 
of  certain  planets  at  the  time  of  birth.  Under 
this  belief,  the  most  foolish  and  unfounded  appre- 
hensions, and  the  most  deceptive  hopes  have  been 
entertained,  either  to  torture  or  disappoint  the 
mind.  A  small  acquaintance  with  the  planetary 
bodies  will  show  that  such  fears  and  hopes  have 
the  greatest  absurdity ;  for  it  is  easily  seen,  that 
although  these  bodies  may  affect  the  earth,  they  can 
never  affect  the  qualities  of  the  mind,  or  the  opera- 
tions of  moral  causes.  Notwithstanding  the  ab- 
surdity of  these  doctrines  of  astrology,  the  most 
learned  nations  of  antiquity  have  believed  them  ; 
and  by  them  have  been  thrown  into  the  greatest 
disorder,  agony,  and  despair.  The  arbiters,  or 
astrologers,  who  observed  the  planets  and  other 
natural  appearances,  and  foretold  the  fortunes  of 
the  ignorant  multitude,  raised  themselves  to  great 
authority,  and,  like  other  impostors,  demanded 
exorbitant  fees  for  their  lying  services.  These  are 
some  of  the  natural  and  regular  planetary  laws  and 
phenomena  which  the  ignorance  of  man  has  made 
objects  of  alarm,  terror,  and  apprehension. 

On  the  earth,  ignorance  has  seen  innumerable 


DISTRICT    SCHOOL.  209 

objects  which  have  bewildered  and  distracted  the 
timid  and  credulous.  The  ignesfatui  are  regarded 
as  malicious  spirits,  sent  to  lead  the  traveller  astray, 
and,  in  the  end,  conduct  him  to  the  place  of  torment. 
A  little  knowledge  would  enable  any  one  to  see, 
that  these  meteors  are  nothing  more  than  harmless 
lights,  formed  by  the  burning  of  a  certain  gas  or 
vapour  which  naturally  rises  from  the  moist  soil 
over  which  they  arc  always  seen. 

Ignorance  has  created  distressing  fears  from  the 
ticking  noise  of  an  insect,  heard  during  the  stillness 
of  night — from  the  scream  of  a  bird — from  the 
howl  of  a  dog — from  the  fall  of  a  chimney — from 
an  accidental  noise  in  an  unoccupied  apartment  of 
a  suspected  dwelling — from  an  immediate  return 
after  something  that  had  been  forgotten — from  hav- 
ing put  on  a  garment  with  the  inside  turned  out — 
from  having  set  out  on  a  journey,  or  undertaken 
some  employment  on  Friday — from  an  unusual 
noise  in  a  boiling  tea-kettle — from  a  ringing  in  the 
ear  (supposed  to  be  the  echo  of  a  tolling  bell  for 
some  deceased  friend) — from  ominous  dreams, 
especially  such  as  have  the  confirmation  of  a  re- 
petition— from  meeting  with  a  snake  lying  in  the 
road — from  upsetting  the  salt-dish — from  the  sud- 
den and  accidental  striking  of  a  silent  clock — from 
breaking  a  looking-glass — from  seeing  the  new 
moon  over  the  left  shoulder — from  not  having  un- 
covered the  head  while  a  funeral  procession  passed 
— from  missing  the  mouth  while  taking  food — from 
being  presented  with  a  knife  or  any  cutting  instru- 
Z2 


270  DISTRICT    SCHOOL. 

ment,  and  from  its  raining  into  the  grave  of  a  friend 
before  it  was  closed.  All  of  these  whims,  and 
thousands  of  others  of  a  similar  nature,  have  been 
regarded  with  apprehensions  of  terror,  the  fore- 
runners of  impending  disasters,  or  of  approaching 
death !  Such  is  the  slavery  and  misery  of  igno- 
rance ;  continually  filling  the  ideal  world  with 
objects  which  vassal  the  mind,  and  preventing 
those  feelings  of  gratitude  and  veneration  which 
are  due  to  the  wise  Creator  and  Governor  of  the 
universe. 

The  ignorant  and  superstitious  (and  none  are 
superstitious  but  the  ignorant  or  the  improperly 
educated)  are  constantly  seeing  spectres  which 
make  the  heart  faint  and  the  joints  tremble — Hob- 
goblins, with  their  gigantic  forms  and  unearthly 
voices — Fairies,  with  their  ever-changing  bodiless 
forms,  now  a  monster,  and  now  the  least  of  airy 
nothings,  with  their  gigantic  workings  or  their 
silent  invisible  spells  and  magical  charms — Satyrs, 
"with  their  ghastly  and  satanic  errands  and  influ- 
ences— Imps,  Wraiths,  and  Genii,  with  their  powers 
of  making  all  under  their  control  wild  and  miser- 
able— Witches,  who  inflict  incurable  diseases,  and 
torment  the  souls  of  the  departed ;  with  their  powers 
of  transforming  human  beings  into  horses,  cats,  and 
mermaids ;  and  having  thrown  the  bridle  over  them, 
cause  them  to  traverse  the  air  on  the  wings  of  the 
wind,  over  bridgeless  rivers,  and  through  the  caverns 
and  whirlpools  of  the  ocean — and  Wizards,  who 
are  supposed  to  turn  men  into  fiends,  and  call  back 


DISTRICT   SCHOOL.  871 

the  spirits  of  the  dead,  and  put  mortals  into  the 
society  of  the  ghostly,  sepulchral  world,  and  who 
magically  deceive  and  destroy  mortals  by  an  in- 
scrutable agency  with  the  Devil.  All  of  these 
beings  and  agencies,  ignorance  places  in  the  ideal 
world.  It  fills  the  air  with  apparitions  and  terri- 
fying phantoms,  which  stalk  forth  in  the  silence  of 
night  to  alarm  the  weak  and  timid.  From  the 
lonely  churchyard,  and  the  dark  deep  woods,  the 
ignorant  hear  supernatural  voices,  and  see  mon- 
strous shapes. 

Such  is  the  tyranny  and  misery  of  the  ignorant ! 
Who  can  know  the  bondage  and  suffering  which 
the  illiterate  feel  I  and  who  is  there  that  does  not 
desire  knowledge  which  at  once  frees  him  from  all 
these  deadly  fears  and  galling  fetters  ? — for  igno- 
rance has  given  existence  to  every  ideal  being  we 
have  mentioned. 

Besides  these  ideal  beings  and  agencies,  which 
are  for  ever  present  with  the  ignorant  to  terrify 
and  distress,  there  are  also  a  great  many  foolish 
and  erroneous  opinions  which  pass  current  for 
genuine  truths  among  the  uninformed  part  of  man- 
kind. These  apothegms,  or  trite  sayings,  have 
a  wonderful  practical  influence ;  they  are  at  once 
the  philosophy  and  the  guide  of  the  vulgar  or  the 
uneducated.  The  world  is  full  of  these  proverbs 
or  maxims,  and  it  is  to  be  lamented  that  so  many 
of  them  are  false,  that  the  ignorant  are  not  able  to 
discriminate   and  judge  for  themselves,  but  are 


272  DISTRICT    SCHOOL. 

SO  frequently  rendered  foolish,  and  led  astray  by 
them. 

These  are  some  of  the  whimsical  and  false  say- 
ings which  all  must  have  frequently  heard.  That 
a  man  has  one  rib  less  than  a  woman ;  that  the 
city  of  Jerusalem  is  in  the  centre  of  the  world ; 
that  the  tenth  wave  of  the  sea  is  more  dangerous 
than  any  other;  that  all  animals  on  the  land  have 
others  like  them  in  the  sea ;  that  the  ocean  and 
some  lakes  have  no  bottom ;  that  white  powder 
kills  without  making  a  noise ;  that  all  of  the  stars 
are  lighted  by  the  sun ;  that  a  burning  candle, 
made  of  human  fat,  will  prevent  a  sleeping  man 
from  waking ;  that  young  toads  rain  down ;  that 
the  weather  of  the  last  Friday  of  the  month  fore- 
tells the  weather  of  the  following  month ;  that  a 
warm  winter  will  be  followed  by  a  cold  summer ; 
that  the  winter  is  cold  because  the  sun  is  farther 
from  the  earth ;  that  ignorance  is  bliss  ;  that  little 
learning  is  a  dangerous  thing ;  that  genius  can  do 
nothing  without  leisure  and  teachers  ;  that  men  of 
business  have  no  time  to  study;  that  what  is  every- 
body's business  is  nobody's ;  that  a  man  may  know 
too  much  for  his  business ;  that  ignorance  is  an 
excuse  for  crime ;  that  the  rich  only  are  happy ; 
that  all  things  are  useless  which  are  not  practical ; 
that  it  makes  no  difference  what  a  man  believes,  if 
he  is  only  sincere ;  that  the  lazy  man  gets  the  most 
game ;  that  the  foolish  labour,  but  the  idle  reap ; 
that  there  is  but  one  penny,  and  the  idle  get  it ;  that 


IHSTRICT   SCHOOL.  278 

the  world  owes  all  a  living ;  and  that  a  man  may 
be  too  religious. 

To  all  of  these,  and  many  more,  ignorance  and 
credulity  have  given  assent !  How  little  of  the 
true  nature  of  things  do  the  ignorant  know,  and 
how  easily  they  may  be  imposed  upon.  Have  not 
the  errors  which  are  living  in  society  been  the 
cause  of  more  evil  than  depravity  itself?  The 
great  majority  of  the  human  race  have  been  blinded 
by  these  notions  and  false  maxims,  and  they  still 
prevail  in  the  United  States  to  a  great  extent. 
When  such  absurdities  and  falsehoods  are  believed, 
the  mind  is  made  incapable  of  reasoning  correctly 
on  any  subject,  and  in  a  short  time  becomes  de- 
graded to  the  lowest  degree.  How  painful  to  see 
so  many  rational  and  immortal  minds  unfitted  for 
moral  and  intellectual  growth  and  enjoyment ! 
How  painful  to  see  so  many  who  will  never  feel 
the  dignity  of  their  nature,  or  fulfil  the  end  of  their 
being !  , 

.  Ignorance  and  error  have  always  led  to  the 
commission  of  deeds  of  cruelty  and  rank  injustice. 
In  heathen  countries,  how  many  millions  of  lives 
have  been  poured  out,  and  how  much  pain  and 
agony  from  bodily  torture,  through  ignorance  of 
the  true  nature  and  worship  of  God !  Through 
ignorance,  how  cruel  has  been  the  oppression  in 
every  land  and  nation  of  unjust  laws  and  tyrannical 
institutions  !  Through  ignorance  and  error,  how 
merciless  and  bloody  have  been  the  thousands  of 
persecutions  which  have  filled  the  earth  with  vio- 
lence, and  covered  it  with  blood !     On  whatever 


274  DISTRICT    SCHOOL. 

portion  of  the  world  or  period  of  time  we  place  the 
eye,  we  shall  see  that  ignorance,  vice,  and  misery 
have  been  and  are  inseparable. 

But  there  are  other  evils  arising  from  ignorance, 
equally  distressing  to  the  mind  and  destructive  to 
the  body,  as  any  we  have  described  or  enumerated. 
They  are  those  which  the  ignorant  bring  upon 
themselves  by  not  perceiving  and  conforming  to 
the  natural  relations  which  exist  between  them- 
selves and  the  objects  around  them.  Relations 
which  must  at  all  times  be  our  law  and  our  rule  of 
action,  if  we  are  kept  in  the  path  of  true  happi- 
ness ;  but  these  relations  are  not  known  and  obeyed 
by  the  illiterate,  for  they  are  ignorant  of  them- 
selves and  the  qualities  of  natural  objects.  They 
have  never  looked  upon  themselves  as  animal,  in- 
tellectual, and  moral  beings,  and  learned  that  hap- 
piness cannot  be  found  and  possessed,  except  the 
intellectual  and  moral  faculties  have  the  supremacy 
or  the  Qontrol  over  the  animal  nature.  Not  having 
their  moral  and  intellectual  nature  developed,  or 
put  in  exercise  by  mental  and  moral  instruction, 
they  are  ignorant  of  any  other  happiness  but  that 
derived  from  the  gratification  of  their  lowest  na- 
tures— their  animal  appetites  and  passions.  In 
this  they  are  disappointed ;  for  when  the  animal 
nature  is  properly  gratified,  its  pleasures  are  not 
sufficient  to  satisfy  a  being  who  has  an  intellectual 
and  moral  nature.  This  kind  of  gratification  may 
satisfy  brutes,  for  they  do  not  possess  consciousness 
or  reflection. 


DISTRICT    SCHOOL.  275 

The  pleasures  of  sense  continue  but  a  short 
time,  for  they  soon  lose  their  relish, — soon  be- 
come blunted  or  disordered,  and  lose  all  power 
of  pleasing.  And  the  man  who  has  lost  the  plea- 
sures of  their  proper  gratification,  tries  their  im- 
proper and  excessive  exercise ;  and  by  this  means 
destroys  his  body,  and  cuts  himself  off  for  ever 
from  intellectual  and  moral  enjoyment.  The  sen- 
sual nature  is  in  an  unhealthy  state,  and  the  mind 
in  subjection  to  it.  Here,  evidently,  is  the  chief 
cause  of  human  evils  and  affliction;  a  deceased^ 
sensual  nature,  and  its  dominion  over  the  moral 
and  intellectual  nature.  A  man  in  this  condition 
(and  there  are  multitudes  without  number  in  it)  is 
full  of  imaginary  anxieties,  teased  by  ungovernable 
appetites  and  passions  which  can  never  be  grati- 
fied, and  finding  tastelessness  in  all  his  shifts  and 
efforts  after  that  which  has  long  since  unfitted 
himself  for  enjoying. 

One  great  office  of  the  mind  is  to  keep  the  body 
from  excesses  and  injury,  but  it  never  performs 
this  office  unless  it  is  illuminated  by  truth  and 
knowledge.  While  the  mind  remains  ignorant, 
and  the  aflections  of  the  heart  unlawfully  placed, 
there  is  no  government  over  the  appetites  and 
passions,  and  their  unrestrained  gratification  soon 
brings  misery  and  destruction.  There  is  a  voice 
coming  from  every  individual  in  the  long  cata- 
logue of  the  human  family,  telling  us  that  men 
need  knowledge  to  overpower  their  passions,  to 
master  their  prejudices,  and  to  render  them  happy. 


276  DISTRICT    SCHOOL. 


SECTION  II. 

ADVANTAGES  OF  KNOWLEDGE. 

The  value  of  knowledge,  and  the  advantage  it 
gives  its  possessor,  may  be  seen  in  a  variety  of 
ways.  The  evils  of  ignorance  were  shown  by 
directing  the  attention  to  the  fears  and  "sufferings 
of  those  individuals  and  nations  upon  whom  the 
light  of  knowledge  has  never  shone.  In  the  same 
way  we  might  show  the  advantages  of  knowledge 
by  referring  to  the  means  of  happiness,  and  the 
enjoyments  of  those  nations  where  the  individuals 
are  enlightened  ;  where  the  sun  of  knowledge  has 
shone  upon  the  whole  people.  By  comparing  an 
ignorant  people  with  one  that  is  enlightened,  we 
shall  see  that  knowledge  prevents  those  crimes 
and  cruelties  which  render  a  nation  dishonoured 
and  debased ;  while  on  the  other  hand,  it  has  con- 
ferred the  means  of  improvement  and  enjoyment 
which  has  made  the  nation  prosperous,  honoured, 
and  happy.  If  all  could  make  such  a  comparison 
between  a  literate  and  illiterate  people,  as  to  ob- 
tain the  aggregate  of  the  pains  and  pleasures  which 
each  suffers  and  enjoys,  we  would  want  no  other 
proof  of  the  advantages  of  knowledge,  than  the  one 
this  comparison  would  present. 


DISTRICT    SCHOOL. 


SfV 


But  there  are  few,  if  any,  who  do  this.  The 
greatest  number  of  any  people  are  but  imper- 
fectly acquainted  with  their  own  condition ;  they 
know  not  the  distinguishing  privileges  which  they 
may  possess ;  nor  the  wretchedness  of  their  con- 
dition when  compared  with  the  more  favoured. 
And  when  men  are  conscious  of  possessing  com- 
forts which  they  see  are  denied  to  others,  they 
seldom  think  of  that  which  makes  the  difference. 
They  are  contented  with  their  enjoyments,  and 
appear  insensible  to  that  which  produced  them. 
The  ignorant  and  the  wretched  know  not  the  con- 
veniences which  the  enlightened  possess,  nor  the 
enjoyment  of  the  exercise  of  their  moral  and  intel- 
lectual nature,  and  are  therefore  contented  with 
their  wretched  existence.  Thus,  since  the  exalted 
are  indifferent  to  that  which  gave  them  their  dis- 
tinction, and  the  debased  to  that  which  might  im- 
prove their  condition,  it  will  be  well  to  considet 
some  of  the  advantages  of  knowledge  which  have 
blessed  the  one,  and  which  may  assist  the  other. 

Knowledge,  by  showing  the  true  principles  and 
nature  of  things,  will  prevent  those  evils  which  ori- 
ginate in  ignorance.  The  phenomena  of  nature, 
which  were  once  beheld  with  alarm,  will  be  con- 
verted by  the  enlightened  into  sources  of  enjoy- 
ment, and  be  contemplated  with  emotions  of 
delight.  They  will  watch  the  appearance  of  these 
phenomena  with  joy  and  eagerness,  that  they  may 
form  more  enlarged  and  correct  ideas  of  their 
Great  Creator.  The  enlightened  will  be  less  de- 
Aa 


278  DISTRICT   SCHOOL. 

ceived  by  the  false  maxims  and  philosophy  in  the 
world.  They  will  throw  off  the  oppression  of 
their  fellow-men,  and  claim  their  freedom  and 
their  rights.  That  which  their  Creator  intended 
for  a  good  and  a  blessing,  they  may  no  longer 
abuse  by  ignorant  perversions.  They  will  see  the 
relations  which  they  have  to  their  fellow-men,  to 
society,  and  to  the  constitution  of  the  world  ;  and 
having  seen  these  natural  laws  which  the  Creator 
has  given  for  their  rule  of  life,  they  will  be  more 
disposed  to  obey  them,  and  thus  receive  the  reward 
of  obedience.  The  enlightened  may  greatly  in- 
crease their  own  happiness  and  the  happiness  of 
mankind,  by  contributing  to  the  advancement  of  the 
useful  arts  and  sciences. 

All  science  is  founded  upon  facts ;  these  facts 
are  obtained  by  observing  Nature ;  and  who  is 
there  that  has  a  better  opportunity  for  making 
such  observations  than  the  intelligent  farmer. 
Nature  is  his  companion;  her  wonderful  produc- 
tions and  changes  are  constantly  before  him. 
Nature  and  he  are  coworkers,  toiling  hand  in 
hand  to  supply  the  world's  returning  wants.  He 
sees  Nature  in  her  most  secret  workings,  acts 
with  her  in  her  silent  operations,  and  wherever  he 
may  be,  tie  may  learn  a  lesson  from  her  instruc- 
tions which  will  enable  him  to  inform  the  wise,  and 
make  him  a  teacher  from  the  great  school  of  the 
Creator.  He  may  be  daily  collecting  facts  which 
will  establish  or  destroy  some  doubtful  principle, 


DISTRICT    SCHOOL.  27^ 

or  be  the   means  of  creating  a  new  science  to 
benefit  the  world  as  long  as  time  shall  last. 

The  intelligent  practical  man  is  able  to  make  a 
fair  trial  of  the  projected  improvements  of  the 
theorist,  and  thus  secure  a  good  or  prevent  an  im- 
position. The  labouring  man  has  taught  the  world 
many  of  its  most  useful  lessons  ;  and  a  great  part 
of  that  knowledge  which  is  now  multiplying  the 
necessaries,  and  increasing  the  pleasures  of  life, 
has  been  furnished  by  the  observing  farmer  or  the 
skilful  mechanic.  If  all  men  were  intelligent 
enough  to  think  when  they  observe,  and  active 
enough  to  observe  when  they  think,  how  much  that 
is  useful,  but  unknown,  would  soon  be  discovered ! 

Knowledge  will  make  mechanics  more  skilful  in 
the  arts ;  for  every  art  is  founded  on  scientific  prin- 
ciples, and  he  who  has  a  knowledge  of  the  princi- 
ples of  a  science,  must  be  more  skilful  in  the  practice 
of  the  arts,  and  will  be  prepared  to  carry  them  to 
the  highest  point  of  improvement.  It  should  be 
the  desire  of  every  one  to  furnish  the  head  with 
such  knowledge  that  it  will  be  able  to  assist  the 
hands.  A  mechanic,  by  exercising  his  ingenuity 
and  the  powers  of  a  cultivated  mind,  might  save 
himself  much  of  that  labour  which  he  will  other- 
wise be  obliged  to  go  through.  Every  mechanic 
may  lessen  and  lighten  his  daily  task,  if  he  will  but 
inform  his  mind  in  the  nature  and  principles  of  his 
art,  as  well  as  practise  his  limbs  in  the  mechanical 
exercise  of  the  trade.  Knowledge  would  not  only 
render  mechanics  more  skilful,  but  would  enable 


;290  DISTRICT   SCHOOL. 

them  to  produce  articles  of  greater  perfection. 
That  which  is  done  by  a  mere  habit  of  muscular 
movement,  cannot  have  that  perfection  and  finish 
which  the  mind  in  co-operation  could  have  given 
it.  There  is  no  part  of  mechanism  whatever,  that 
can  be  well  understood,  or  profitably  employed, 
without  more  or  less  knowledge  of  the  principles 
of  its  action.  We  every  day  see  intelligent  me- 
chanics who  make  better  articles  and  obtain  a  higher 
price  for  them  than  the  n)ore  ignorant  of  the  same 
trade  are  able  to  do.  When  intelligence  comes  in 
to  aid  mechanical  skill,  it  will  always  obtain  the 
advantage.  An  ignorant  artist  is  not  able  to  judge 
of  the  good  or  bad  qualities  of  the  materials  which 
he  must  use  in  the  manufacture  of  his  articles.  He 
is  liable^  to  be  deceived  in  these,  and  thus  loses  all 
his  labour.  Good  and  bad  materials  are  always- 
m  market,  and  he  who  has  knowledge  sufficient  to 
discriminate,  and  form  a  right  estimation  of  the 
comparative  values  of  each,  will  secure  many  good 
bargains,  and  escape  many  impositions. 

We  see,  also,  the  decided  advantage  which  the 
intelligent  agriculturist  has  over  his  less  informed 
neighbours.  The  ignorant  do  as  their  fathers  have 
done,  and  know  not  that  there  are  improvements 
in  the  implements  of  husbandry.  They  know  not 
that  the  cultivation  of  the  soil  can  be  far  better 
understood  by  a  little  inquiry  into  its  nature,  and 
by  a  knowledge  of  that  which  is  adapted  to  in- 
vigorate it.  A  profitable  culture  of  the  soil  re- 
quires no  inconsiderable  knowledge  of  the  best 
manner  of  preparing  it  for  the  several  grains  or 


DISTRICT    SCHOOL.  '^l 

grasses.  To  know  what  soil  is  best  adapted  to  a 
particular  grain — to  choose  the  best  time  for  sowing 
and  reaping — to  judge  of  the  qualities  of  grains — 
and  to  perceive  when  the  soil  should  rest,  and 
when  it  should  be  active,  require  long  study  and 
a  well  cultivated  mind. 

A  good  education  is  necessary,  that  you  may  he 
profited  by  public  instructions.  In  the  earlier 
part  of  life — during  that  time  which  is  spent  in 
school — you  should  obtain  the  means  of  acquiring 
knowledge.  After  you  have  gone  from  the  school- 
room and  the  instructer,  you  should  be  prepared 
to  receive  that  more  general  and  higher  instruction 
which  the  public  affords  ;  such  as  is  offered  by  pub- 
lic lectures  on  the  sciences  intended  to  show  the  con- 
nexion between  science  and  the  practical  purposes 
of  life ;  the  public  instructions  on  the  Sabbath ;  and 
the  information  that  may  be  had  by  attending  the 
several  courts  of  justice,  which  may  sit  from  time 
to  time  where  you  dwell  or  in  the  neighbouring 
vicinity.  It  will  also  require  a  disciplined,  improved 
mind,  to  profit  by  the  intelligent  conversation  of 
those  who  have  had  higher  advantages  of  education. 
Every  individual  may  find  much  improvement  in 
either  or  all  of  these  kinds  of  public  instruction,  zfAe 
Aas  a  mind  so  far  improved  as  to  desire  and  love 
knowledge. 

It  is  too  frequently  seen  that  young  men  prefer 

places  of  noisy  merriment,  or  vicious  resort,  to 

places  of  moral  and  mental  improvement.     One 

great  cause  of  this  unhappy  preference  is  their  de- 

Aa  2 


4 


!S82  DISTRICT   SCHOOL. 


fective  early  education.  They  have  not  intelli- 
ffence  sufficient  to  enable  them  to  take  an  interest 
in  literary  subjects,  or  public  questions,  and  they 
feel  disinclined  to  attend  the  discussions.  There- 
fore they  are  excluded  from  the  society  of  the 
virtuous  and  better  informed,  and  are  ready  to  be 
enticed  into  scenes  of  dishonour  or  injustice,  and 
finally  to  become  outcasts  of  society.  Young  men 
should  have  obtained  that  education  which  will 
exempt  them  from  these  alluring  temptations,  and 
that  will  give  them  a  desire  to  seize  every  opportu- 
nity for  improving  their  minds  with  useful  know- 
ledge. The  preacher  from  the  pulpit  addresses 
hundreds  of  his  congregation,  who,  through  igno- 
rance, "  have  ears  and  hear  not ;"  and  he  puts  the 
book  of  life  into  their  hands,  but  they  are  ignorant, 
and  "have  eyes  and  see  not."  Their  education 
has  been  neglected,  or  they  have  voluntarily  de- 
prived themselves  of  it,  and  their  feeble  minds  and 
limited  attainments  prevent  them  from  receiving 
those  instructions  which  would  have  strengthened 
their  virtues,  and  have  shown  them  the  folly  of  their 
evil  ways. 

An  intelligent  public  is  a  constant  teacher,  and 
the  instructions  are  of  the  most  practical  nature  ; 
and  all  have  the  opportunity,  more  or  less,  of  re- 
ceiving its  lessons.  Yet,  but  very  few  have  that 
active  state  of  mind,  and  those  elementary  and 
necessary  attainments,  which  would  patronise  and 
encourage  such  instruction, and  make  them  interest- 
ing and  profitable.  We  know  that  there  is  a  want 
of  confidence  in  public  lecturers ;  too  many  of  these 


DISTRICT    SCHOOL.  2&B 

teachers  have  promised  what  they  were  unable  to 
perform ;  yet,  it  will  not  be  denied  but  that  there 
are  many  who,  if  they  were  listened  to  by  intelli- 
gent minds,  would  communicate  much  which  would 
be  both  pleasing  and  useful.  The  reason  that  the 
public  is  so  frequently  deceived  with  mere  pre- 
tenders, is  its  inability  to  appreciate,  and  unwilling- 
ness to  reward  those  who  are  better. 

That  the  public  may  desire  and  invite  sound, 
valuable  knowledge,  the  people  must  receive  that 
kind  and  amount  of  preparatory  instruction  which 
will  make  them  eager  for  higher  attainments,  and 
capable  of  making  use  of  their  knowledge,  either  as 
means  of  intellectual  growth,  or  of  amusement,  or 
of  assistance  in  the  practical  purposes  of  life.  The 
ignorant  know  not  their  daily  loss  from  being  dis- 
qualified to  encourage  and  understand  these  public 
instructions.  In  the  present  age,  knowledge  is 
separated  from  the  technicalities  and  precluding 
forms  which  formerly  placed  it  beyond  the  com- 
mon walks  of  life,  and  is  simplified  and  diffused 
through  the  whole  community.  If  a  man  will  ob- 
tain a  good  elementary  education,  he  can,  under 
the  present  improvements,  have  access  to  all  the 
higher  branches  of  literature  and  science.  If  he 
will  but  lay  a  good  foundation  in  those  primary 
schools  which  are  open  to  all,  he  may  raise  a  noble, 
beautiful  superstructure,  and  this  with  but  very 
little  assistance  from  others.  Knowledge  is  brought 
to  the  door  of  every  individual,  and  the  only  re- 
quirements that  are  made  for  his  receiving  it. 


284  DISTRICT   SCHOOL. 

almost  gratis,  are  such  culture  and  discipline  of 
mind  as  will  fit  him  for  the  instruction. 

We  believe,  then,  that  every  youth  will  see  that 
a  good  education, or  a  certain  degree  of  elementary 
knowledge,  is  necessary  to  prepare  him  for  being 
benefited  by  the  valuable  instructions  of  the  public. 
And  by  looking  at  the  honours  and  rewards  of  those 
who  have  improved  these  public  privileges,  they 
will  see  the  advantages  of  knowledge. 
Jt  Knowledge,  again,  would  qualify  men  for  judg- 
ing correctly  of  human  character  and  human  enjoy- 
ment. There  are  many  false  characters,  and  false 
appearances  of  happiness,  which  will  deceive  the 
illiterate,  but  will  be  detected  by  the  intelligent. 
The  ignorant  are  veiy  frequently  deceived  and 
made  wretched,  by  putting  their  trust  in  those  who 
have  the  deceptive  power  of  appearing  what  they 
are  not.  They  are  necessarily  more  dependent 
upon  others,  but  unfortunately  less  capable  of  dis- 
criminating between  honesty  and  villany — a  pro- 
tecting friend  and  a  betraying  enemy.  When  men 
are  brought  together,  the  intelligent  will  govern, 
they  will  have  a  controlling  influence  in  society ; 
but  as  all  of  the  intelligent  are  not  virtuous  and 
honest,  it  frequently  requires  a  considerable  degree 
of  knowledge  on  the  part  of  others  to  expose  their 
sophistry  and  their  abuse  of  power. 
V  The  uneducated,  or,  what  is  almost  the  same 
thing,  the  poorly  educated,  are  very  liable  not  only 
to  form  wrong  estimates  of  individual  worth,  but 
to  consider  certain  possessions  and  distinctions 


DISTRICT    SCHOOL.  •  38S 

among  men  to  be  the  true  means  of  happiness. 
For  these,  in  their  ignorance,  they  put  forth  every 
effort,  and  make  every  sacrifice  ;  depriving  them- 
selves of  the  comforts  of  the  situation  they  have, 
that  they  may  reach  that  which  will  be  unsatisfying 
when  possessed.  A  little  knowledge  would  have 
convinced  them  that  happiness  arises  from  no  con- 
dition, but  is  always  found  with  the  virtuous,  in« 
dustrious,  and  contented.  A  little  reflection  or 
philosophy  w^ould  tell  them  that  the  rich  and  the 
gay  are  not  necessarily  happy,  and  that  he  only 
can  be  happy  who  has  a  well  cultivated  mind,  and 
a  well  ordered  life. 

The  advantages  of  knowledge  are  seen,  likewise, 
when  we  are  capable  of  making  a  distinction 
between  books  and  periodicals  which  are  valuable^ 
and  those  that  are  pernicious.  Ever  since  the 
invention  of  signs  of  thought,  men  in  all  countries 
have  written  for  their  contemporaries,  and  for 
posterity.  Many  of  these  writings  or  books  are 
good,  and  many  of  them  are  bad.  Some  contain 
noble,  purifying  sentiment ;  but  others  that  which 
is  false  and  corrupting.  The  latter  are  addressed 
to  the  depraved  taste  of  readers,  and  have  ready 
and  extensive  circulation.  These  deceive,  unless 
there  is  intelligence  to  detect  their  speciousness. 
They  will  certainly  be  read,  unless  the  mind  has 
been  educated  in  such  a  manner  that  it  can  see 
their  seductive,  polluting  tendency.  To  make  a 
right  discrimination  among  the  multitude  of  books 
which  are  brought  into  the  market,  requires  a  sound 


286  .*  DISTRICT   SCHOOL. 

education  and  considerable  knowledge.  The  ig- 
norant are  often  deceived,  and  seriously  injured,  by 
not  perceiving  the  tendency  of  works  which  they 
may  purchase  or  be  requested  to  read ;  and  the 
advantages  of  knowledge  are  great  when  we  are 
selecting  our  own  reading,  or  books  for  our  friends. 
An  uncultivated  mind,  too,  will  always  prefer  some- 
thing that  is  frivolous  and  unworthy  of  its  atten- 
tion ;  but  the  mind  that  has  rightly  commenced  its 
search  after  truth  and  knowledge,  will  reject  that 
which  is  low  and  trifling,  and  secure  that  which  is 
worthy  of  its  high  powers  and  immortal  existence. 

The  privilege  which  an  educated  reading  man 
has  of  knowing  what  is  transacting  in  the  world,  is 
of  great  importance  to  himself  and  to  others.  The 
illiterate  know  but  little  beyond  the  boundaries  of 
their  daily  labours  ;  their  minds  are  cramped  within 
the  narrow  circle  which  they  are  obliged  to  keep, 
and  they  are  wholly  excluded  from  a  participation 
in  those  great  subjects  which  are  interesting  a  part 
of  their  fellow-beings.  The  papers,  which  contain 
a  day's  or  a  week's  history  of  the  living,  acting 
world,  have  no  interest  to  them ;  but  to  a  man, 
whose  mind  has  been  enlarged  by  knowledge,  and 
made  acquainted  with  the  condition  of  his  country, 
and  the  great  changes  that  are  constantly  taking 
place  in  it,  the  news  of  the  daily  or  weekly  press 
is  hailed  with  interest  and  with  delight. 

There  is  a  criminal  apathy  or  an  erroneous 
impression  in  the  ignorant,  in  relation  to  public 
afiairs,  which  is  disgraceful  to  themselves  and  in- 


DISTRICT    SCHOOL.  287 

jurious  to  their  country.  A  friend  to  his  country 
will  make  himself  one  of  its  intelligent  members, 
and  correctly  inform  himself  of  all  its  important 
interests  and  movements.  This  information  will 
make  him  a  desirable  and  profitable  companion, 
and  all  will  see  that  his  intelligence  gives  him 
many  advantages,  and  a  much  greater  influence 
than  he  otherwise  would  have.  Let  every  young 
man,  then,  who  wishes  to  be  acceptable  to  his 
friends  and  useful  to  his  country,  obtain  some  in- 
formation of  what  is  going  on  in  the  world ;  and 
let  him  so  educate  his  mind,  that  he  will  be  able  to 
use  or  communicate  this  information  with  credit  to 
himself  and  benefit  to  others. 

Knowledge  would  cause  all,  after  an  honest 
examination,  to  see  the  evidence  of  revealed  re- 
ligion,  and  its  harmony  with  natural  revelation. 
An  unlimited  credulity  or  a  dangerous  skepticism 
is  the  certain  companion  of  ignorance.  An  intelli- 
gent, honest  mind  rejects  that  which  is  not  biblical, 
and  believes  and  obeys  that  which  is.  The  man 
who  has  been  educated  to  think  for  himself,  can 
discern  an  internal  evidence  in  every  part  of  the 
Christian  revelation ;  an  evidence  that  is  clear, 
full,  and  satisfactory.  And  he  who  is  intelligent 
may  look  into  the  evidence  from  testimony,  and 
see  one  strong,  unbroken  chain  of  testimonial  proof, 
running  back  from  the  present  moment  to  the  very 
time  when  the  prophets  and  apostles  proclaimed 
their  inspired  message  to  a  guilty  world.  And  he 
who  can  look  into  the  providence  or  works  of  the 


DISTRICT    SCHOOL. 

Creator,  will  find  the  same  revelation  of  the  Eternal 
One  and  his  will  concerning  man  that  is  made 
known  in  the  Scriptures.  Indeed,  the  Bible  is  the 
mouth  of  Nature  ;  if  we  will  listen  to  its  roice,  all 
the  truths  in  creation's  volume  are  heard  and 
known.  The  same  infinite  love  for  his  creatures 
in  the  one  that  we  see  in  the  other;  the  same 
moral  government  in  constant  exercise  over  men, 
that  is  made  known  in  the  Scriptures ;  the  same 
reward  of  virtue  and  punishment  of  vice  here 
taking  place  on  the  earth  (though  not  in  so  perfect 
a  manner  now)  that  will  be  distributed  in  the  world 
hereafter.  Whoever  will  look,  may  see  the  same 
government  commenced  on  earth  that  is  made 
known  in  the  Bible,  and  that  is  to  continue  through 
eternity.  The  individual  who  has  intelligence  suffi- 
cient to  examine  the  influence,  the  testimonial  proof, 
and  the  corroborative  evidence  in  the  ways  and  works 
of  God,  will  find  that  there  is  no  truth  on  earth  so 
well  established  as  the  truth  of  the  Bible.  And 
who  does  not  desire  knowledge,  when  it  can  give 
us  satisfaction  on  this  great  subject  ?  The  ignorant 
cannot  examine  for  themselves,  they  must  believe, 
because  others  say  there  is  evidence ;  but  they 
know  that  man  does  not  always  tell  the  truth,  and 
that  he  may,  from  some  personal  interest,  wish  to 
deceive  his  fellow-men :  this  want  of  confidence 
in  man  makes  what  he  says  doubtful ;  and  there 
is  always  with  those  who  cannot  examine  for 
themselves,  an  uncertainty  and  a  distressing  anxiety 
respecting  the  truth  of  the  Bible.    The  advantages 


DISTRICT    SCHOOI..  289 

of  knowledge  are  unspeakable,  if  it  should  do  no- 
thing more  than  settle  this  momentous  question. 
Let  every  one,  then,  respect  his  powers,  and  know 
for  himself. 

Knowledge  assists  us  in  forming  more  enlarged 
and  correct  conceptions  of  the  Deity.  He  is  known 
through  his  attributes,  and  unless  the  mind  has 
been  enlarged  and  accustomed  to  form  an  ade- 
quate idea  of  these,  his  nature  will  not  be  per- 
ceived. It  is  difficult  for  the  mind  that  has  always 
seen  body  and  spirit  united,  to  divest  the  Deity  of 
matter,  and  view  him  as  a  Spirit  all  powerful,  all 
knowing,  and  always  present.  It  requires  deep 
abstraction  and  a  steady  vision.  The  ignorant 
must  necessarily  form  very  erroneous  ideas  of  the 
nature  and  existence  of  their  Creator.  He  reveals 
himself  by  the  greatness  of  his  doings  and  the 
immensity  of  his  works ;  and  except  the  mind,  in 
some  measure  can  understand  these,  it  will  know 
but  little  of  its  Maker  and  its  Judge.  How  neces- 
sary is  knowledge,  that  we  may  know  the  nature 
and  the  government  of  Him  "  with  whom  we  have 
to  do." 

Knowledge  is  necessary,  likewise,  that  we  may 
know  in  what  true  happiness  consists.  The  Creator 
has  annexed  pleasure  to  some  actions  and  pain  to 
others ;  he  has  made  the  desire  and  possession  of 
some  things  to  be  the  means  of  happiness,  and  the 
desire  and  possession  of  other  things  the  means  of 
unhappiness ;  and  we  have  the  capacity  of  know- 
ing beforehand  what  actions  and  objects  will  make 
Bb 


290  mSTRICT    SCHOOL. 

us  happy,  and  likewise  what  will  make  us  unhappy. 
But  this  knowledge  will  not  be  forced  upon  us ; 
we  have  only  the  ability  to  know  ;  the  knowledge 
which  will  ensure  a  right  conduct,  and  conse- 
quently a  happy  life,  may  be  had  if  we  choose  to 
possess  it.  We  are  formed  for  observing  objects, 
for  comparing  them  together,  for  laying  down 
principles,  and  for  inferring  consequences.  And 
man  was  mude  to  be  happy  ;  and  this  earth  and  all 
things  in  it  and  upon  it  were  made  for  his  happi- 
ness. All  that  is  necessary  is,  that  man  improve 
his  faculties,  and  know  what  is  good  and  what  is 
evil,  and  then  desire  the  former  and  refuse  the 
latter. 


SECTION  III. 

THE    NECESSITY    OF    GENERAL    INTELLIGENCE    IN    A 
FREE    GOVERNMENT. 

When  the  people  govern,  they  should  be  vir- 
tuous and  intelligent.  They  should  be  not  only 
willing  to  obey  the  laws,  but  competent  to  make 
them.  The  very  foundation  of  a  republican  gov- 
ernment is  based  on  good  morals,  and  a  general 
diffusion  of  knowledge  among  the  whole  people. 
Knowledge  is  not  only  essential  to  the  prosperity 


ntSTRICT    SCHOOL.  391 

of  a  free  government,  but  absolutely  necessary  to 
its  existence  ;  it  is  at  once  the  vital  principle  and 
the  sustaining  power.  The  experience  of  the  past 
has  told  us,  that  wherever  there  has  been  mental 
and  moral  light,  there  has  been  liberty  ;  and  where- 
ever  the  people  were  ignorant,  there  was  slavery. 
Since  this  is  so,  ignorance,  which  might  be  a 
misfortune  in  another  country,  is  a  crime  in  this; 
especially,  since  the  means  of  knowledge  are  within 
the  reach  of  every  individual.  In  this  republic, 
the  intelligence  of  each  individual  is  the  depository 
and  defence  of  his  liberty.  The  free  institutions 
of  the  United  States  are  not  secured  by  armies, 
revenues,  or  constitutions  ;  but  by  universal  edu- 
cation. The  education  of  the  people  stands  in  the 
place  of  armies,  bulwarks,  and  a  throne.  Know- 
ledge and  virtue  are  not  only  power  and  happiness, 
but  they  are  "  Liberty." 

In  the  first  place,  knowledge  is  necessary  to 
perceive  the  nature  and  value  of  literary  and  civil 
institutions.  The  half-educated  may  know  enough 
to  desire  these,  but  not  enough  to  respect  and  sus- 
tain them.  The  illiterate  cannot  see  the  nature 
and  object  of  literary  institutions,  which  are  to 
liberate  the  mind,  and  raise  the  intellectual  and 
moral  condition  of  a  nation — to  increase  the  neces- 
saries, and  furnish  the  elegances  of  life ;  and  to  let 
man  feel  and  know  the  greatness  of  his  nature. 
This  can  be  known  by  those  only  who  have  felt 
the  power,  and  tasted  the  pleasures  of  knowledge ; 
and  such  institutions  can  be  established  and  sus- 


292  DISTRICT    SCHOOL. 

tained  by  those  only  who  can  estimate  their  exalt- 
ing influence.  The  nature  and  value  of  civil  institu- 
tions, the  educated  wrill  much  better  understand  and 
honour.  A  high  degree  of  knowledge  is  requisite 
to  see  the  nature  and  necessity  of  civil  government. 
Man's  weakness  makes  society  desirable,  and  his 
wickedness  makes  government  necessary.  This 
government  he  supports  to  protect  his  life,  his  pro- 
perty, and  his  natural  rights.  The  great  object  of 
government  is  to  preserve  order  and  distribute 
justice.  The  intelligent  can  estimate  the  value  of 
such  a  public  check  and  judge ;  for  they  can  see 
the  consequences  of  the  selfishness  and  malicious- 
nesb  ui  HIGH. 

Men,  living  in  a  civil  government,  have  natural 
ahd  civil  jights ;  and  knowledge  becomes  necessary 
that  they  may  know  when  justice  is  administered. 
And,  in  the  first  place,  men  should  know  what  their 
rights  are ;  how  many  of  them  they  have  sur- 
rendered up  to  the  general  government,  that  they 
may  enjoy  its  protection  and  the  advantages  of 
society ;  and  what  rights  they  have  retained,  and 
of  which  nothing  should  deprive  them. 

Having  learned  their  rights,  they  should  know 
whether  or  not  they  were  respected  by  their  rulers. 
When  there  is  fraud  and  injustice  on  the  part  of 
those  who  govern,  the  governed  should  be  intelli- 
gent enough  to  know  it,  and  able  to  defend  them- 
selves. The  natural  love  of  power,  and  the  extreme 
selfishness  of  man,  should  excite  him  for  prepara- 
tion to  judge  of  those  who^re  in  office,  and  have 


DISTRICT    SCHOOI..  293 

the  opportunity  of  gratifying  these  oppressive  prin- 
ciples. RespeQt  and  obedience  are  due  to  those  in 
office,  for  they  are  the  guardians  and  ministers  of 
that  government  which  has  been  established  for 
the  promotion  of  human  happiness.  But  corrupt 
ralers  may  forfeit  their  claims  by  personal  wicked- 
ness and  public  injustice ;  and  if  this  should  take 
place,  the  public  should  be  able  to  perceive  it,  and 
stop  the  abuses  before  their  liberties  are  in  danger. 
On  the  other  hand,  the  half-educated  know  not 
when  their  government  is  well  administered.  They 
are  discontented  and  clamorous  when  they  have 
their  rights,  and  all  the  blessings  of  a  well-ordered 
administration.  They  know  not  the  value  of  the 
privileges  they  enjoy,  and  are  always  ready  for  a 
change  in  their  rulers.  They  see  not  the  excel- 
lences of  their  civil  institutions,  and  do  not  feel 
respect  enough  for  them  to  preserve  them.  In  a 
government  where  the  people  not  only  make  the 
laws,  but  select  those  who  are  to  administer  them, 
there  is  the  most  imperious  necessity  for  high  in- 
telligence and  moral  worth  in  every  individual. 
The  people  should  well  understand  their  govern- 
ment, and  be  qualified  to  know  that  it  is  ably 
and  justly  administered  ;  or  whether  it  is  not  made 
the  instrument  of  gratifying  the  ambition  of  the 
few,  and  of  destroying  the  rights  and  of  oppressing 
the  many.  The  people  should  be  educated  to 
know  whether  or  not  they  are  restrained  by  any 
law  which  does  not  conduce  to  the  greatest  private 
and  general  good.  The  people  may  see  evils,  but 
Bb2 


294  DISTRICT    SCHOOL. 

they  ought  to  be  able  to  take  that  general  view  of 
the  whole  which  would  show  them  advantages 
(if  there  were  such)  which  more  than  overbalance 
these  evils. 

In  this  government,  justice  is  very  often  ad- 
ministered by  a  jury  :  and  as  this  jury  is  taken  from 
among  the  people,  all  should  prepare  themselves 
for  being  called  upon  to  apply  the  law,  and  judge 
of  the  rights  of  their  fellow-men.  In  the  inferior 
courts  of  justice,  the  people  are  the  judicial  as  well 
as  the  legislative  part  of  the  government.  These 
important  offices  demand  intelligence  in  every 
citizen.  When  those  who  are  to  be  chosen  for 
jurors  are  known  to  be  ignorant  or  corrupt,  dis- 
honest individuals  will  claim  the  rights  of  others, 
and  hope,  through  the  known  imperfection  of  the 
jury,  to  obtain  those  unjust  demands  which  they 
are  certain  that  right  and  the  law  would  deny 
them.  Thus,  the  ignorance  of  men  may  be  the 
loss  of  their  rights,  when  they  themselves  are  to  be 
judges.  It  is  desirable,  too,  that  there  should  be 
general  intelligence  to  ensure  uniformity  in  jury 
decisions  ;  for  nothing  excites  a  spirit  of  litigation 
more  than  uncertainty.  When  men  differ,  they 
should  see  the  certainty  of  the  decisions  of  the 
law.  Again,  the  laws  were  made  to  keep  men 
honest.  If  they  are  disposed  not  to  be  so,  the  law 
may  compel  them.  It  hence  becomes  necessary 
to  know  when  we  should  ask  assistance  from  the 
laws,  or,  in  other  words,  when  litigation  is  neces- 
saiy  and  justifiable.     To  judge  correctly  in  this, 


DISTRICT    SCHOOIi.  295 

we  must  know  what  our  rights  are,  and  how  far 
the  law  may  assist  us  in  securing  them  ;  and  this 
presupposes  general  information,  obtained  only  by 
much  study  and  reading ;  but  which  all  may  get 
if  they  will  avail  themselves  of  all  the  means  of 
knowledge  which  may  be  obtained. 

Knowledge  is  necessary,  to  see  the  effect  of 
crime,  and  the  justice  of  punishment.  The  natural 
and  certain  effect  of  crime,  if  it  is  not  prevented,  is 
to  subvert  human  government,  and  to  destroy  the 
peace  and  happiness  of  society.  Men  live  together, 
because  society  increases  their  comforts,  but  the 
effect  of  crimes  would  soon  prevent  all  these  ad- 
vantages, and  make  a  solitary  life  preferable  to  a 
social  one.  The  full  extent  of  the  injury  of  crimes 
is  seldom  seen,  especially  by  the  illiterate  and  un- 
thinking class.  The  particular  injury  may  be  seen 
or  felt,  but  the  general  injury,  the  effect  particular 
crimes  have  upon  the  whole  community,  is  not  so 
readily  seen.  The  general  effect,  however,  often 
becomes  the  greatest  injury,  and  men  should  be 
able  to  trace  the  destructive  influence  of  crime 
through  all  its  relations. 

The  mischiefs  of  peijury  in  all  their  bearings 
are  seen  but  by  few.  Men  are  obliged  to  put 
trust  in  each  other's  testimony ;  all  judicial  redresses 
proceed  on  the  belief  that  men  will  tell  the  truth. 
Consequently,  a  man  that  speaks  falsely  may  de- 
prive an  honest  man  of  his  property,  his  reputation, 
and  his  life.  A  false  witness  may  do  this  great 
wickedness  and  not  be  discovered ;  thus  it  is  eri- 


296  DISTRICT    SCHOOL. 

dent  that  perjury  would  cause  the  greatest  injustice 
and  cruelty  in  adjusting  the  affairs  of  men,  or 
bring  such  distrust  in  what  men  said,  that  we 
should  be  unable  to  know  the  truth  of  any  thing 
we  did  not  see.  When  we  reflect  on  all  of  these 
mischiefs,  we  shall  see  something  of  the  extent  of 
the  injury  which  is  produced  by  one  of  the  crimes 
that  men  have  to  meet  with  in  society. 

Let  the  crime  of  taking  what  does  not  belong  to 
us  be  considered  a  moment.  The  effect  of  this  is, 
to  take  away  all  security  of  property.  If  this  was 
done,  men  would  secure  nothing  more  than  the 
present  enjoyment.  The  future  would  be  unpro- 
vided for ;  provision  for  private  and  public  con- 
veniences would  not  be  made ;  nor  would  there 
be  any  thing  laid  by  for  the  wants  of  sickness  and 
decrepit  age  ;  for  there  would  be  no  certainty  that 
we  should  retain  it.  Thus  the  effect  of  stealing 
would  be  to  turn  a  civilized  state  into  a  savage 
life.  The  whole  effect  of  these  two  crimes  we 
have  mentioned,  and  the  effect  of  all  the  crimes 
which  are  committed,  should  be  seen  by  every 
citizen  who  values  the  blessings  of  society.  Men 
are  often  treated  with  respect  who  are  known  to 
be  guilty  of  injustice ;  but  if  men  would  see  the 
bad  influence  of  the  example  of  such,  and  all  the 
evils  of  their  crimes,  they  would  not  be  so  civil  to 
the  enemy  of  their  peace  and  prosperity. 

When  the  nature  of  crime  is  understood,  the 
necessity  and  justice  of  adequate  punishment  will 
be  acknowledged.     The  end  of  punishment  should 


DISTRICT   SCHOOL.  207 

be  the  reformation  of  the  offender ;  and  by  his  ex- 
ample to  deter  others  from  doing  evil.  The  secu- 
rity of  life,  and  the  enjoyment  of  every  blessing  it 
contains,  are  protected  chiefly  by  the  fear  of  pun- 
ishment. The  intelligent  know  this,  and  will  be 
just  to  themselves  and  to  others,  but  the  ignorant 
are  apt  to  sink  the  crime  (not  seeing  its  destructive 
nature,  and  the  extent  of  its  effect)  in  commisera- 
ting the  criminal, — to  think  the  punishment  too 
severe  for  the  individual  offence. 

Knowledge  is  essential  to  see  the  agreement  be- 
tween civil  and  revealed  law.  Every  man  in  so- 
ciety is  under  laws  which  command  his  obedience. 
Aa  a  rational  creature,  he  should  know  whether  or 
not  these  laws  are  just  and  right.  The  object  of 
civil  law  is  to  prevent  what  is  wrong,  and  to  com- 
mand what  is  right ;  and  if  a  man  has  intelligence 
enough  to  know  what  is  right  and  what  is  wrong, 
from  the  nature  of  his  being,  and  the  relations  which 
he  has  to  society  and  to  government,  he  will  know 
whether  the  laws  are  perfect  or  defective,  just  or 
unjust.  The  Creator  has  given  man  such  a  nature, 
and  placed  hini  in  such  relations  to  the  be  ingsand 
objects  on  the  earth,  that  certain  actions  promote 
his  happiness,  and  certain  others  his  unhappiness. 
Human  law,  then,  should  command  such  actions, 
and  no  others,  as  promote  human  happiness  ;  that 
is,  human  laws  should  be  based  on  divine  laws. 

Knowledge  is  necessary,  likewise,  to  see  the 
necessity  of  obeying  the  laws.  Obedience  to  the 
laws  of  our  country  (if  they  are  just,  and  wise,  and 


298  DISTRICT    SCHOOL. 

well  administered,  and  all  should  know  whether 
they  are  or  not)  is  an  obligation  which  every  one 
is  under.  All  claim  the  protection  of  these  laws, 
and  all  should  obey  and  honour  them.  They 
were  made  for  the  peace  and  happiness  of  society 
and  the  prosperity  of  the  people,  and  he  who  vio- 
lates them  must  be  an  enemy  to  the  welfare  of  his 
fellow-men.  The  fact  that  men  do  not  always 
obey  the  laws,  produces  much  anxiety,  and  dis- 
tress, and  unnecessary  labour.  This  want  of  obe- 
dience occasions  a  great  share  of  the  disgrace  and 
suffering  which  men  endure.  All  should  see  that, 
in  the  end,  a  full  obedience  to  the  laws  and  rulers 
of  the  land  would  bring  ihe  gieatcist  amount  of 
happiness. 

We  should  also  regulate  our  wants  and  claims 
to  the  wants  and  claims  of  others.  This  the  igno- 
rant will  not  do,  for  they  know  not  what  are  their 
lawful  wants  and  just  claims.  The  avaricious  man 
disregards  the  rights  of  others,  and  does  not  regu- 
late his  desires  of  getting  to  his  present,  and  what 
he  has  reason  to  believe  will  be  his  future  wants. 
By  this  means  he  makes  himself  unhappy,  and  his 
fellow-beings  miserable.  We  should  know  that  all 
are  by  nature  equal ;  that  is,  that  all  who  are  honest 
and  industrious  have  equal  claims  to  all  the  blessings 
which  are  offered  in  their  condition  and  circum- 
stances. And  knowing  what  is  right,  it  should  be 
our  desire  and  effort  to  do  it. 

Knowledge  is  necessary  to  see  the  wants  of  so- 
ciety for  professional    men,   such    as    ministers. 


DISTRICT    SCHOOL.  299 

lawyers,  and  physicians.  The  ignorant  are  prone 
to  imagine  that  these  men  live  at  their  leisure,  and 
on  the  produce  of  the  labouring  classes.  They 
suppose  them  drones  in  society,  who  consume  the 
best  of  the  good  things  of  life  without  producing 
any  thing  ;  and  that  mankind  would  be  much 
better  off  if  the  professional  classes  were  unknown. 
The  illiterate  see  not  that  men  are  ignorant  and 
wicked,  and  that  they  need  some  one  to  make 
them  wiser  and  better ;  that  the  flesh  is  heir  to  ills 
which  require  the  most  skilful  treatment,  and  that 
the  advantages  which  men  try  to  take  of  each 
other  require  laws,  and  men  to  explain  and  apply 
them.  They  see  not  that  their  souls,  health,  and 
reputation  are  worth  more  than  silver  or  gold.  It 
is  true  that  some  professional  men  are  indolent  and 
dishonest ;  so,  likewise,  are  some  from  the  labour- 
ing classes.  The  fact  that  there  are  such  men, 
makes  a  greater  necessity  for  general  intelligence, 
that  no  one  maybe  imposed  upon.  If  there  are 
men  who  are  disposed  to  make  a  bad  use  of  their 
superior  privileges  and  education,  others  should 
know  enough  to  prevent  them.  The  intelligent 
will  perceive  that  the  peace  and  happiness  of  so- 
ciety require  skilful  physicians,  honest  lawyers, 
and  faithful  divines  ;  and,  seeing  this,  they  will  feel 
disposed  to  give  such  that  reward  and  respect 
which  their  merit  claims. 

At  the  present  day,  how  great  is  the  demand  for 
knowledge,  that  men  may  not  be  deceived  by  the 
errors  of  the  press.     The  papers  and  periodicals 


300  DISTRICT   SCHOOL. 

which  flood  the  land  in  almost  every  form,  are  fre- 
quently striving  to  make  the  "  worse  appear  the 
better  reason,"  and  the  rogue  the  better  man.  Their 
intention,  very  often,  is  to  deceive,  and  cause  the 
people  to  believe  a  lie.  O  how  much  discrimina- 
tion, how  much  general  information,  and  how  much 
strength  of  mind  does  it  require,  to  sift  out  the 
little  truth  that  is  infused  into  so  much  falsehood  ! 
Who  can  know  what  to  believe  unless  he  possesses 
a  cultivated  mind  to  perceive  internal  evidence,  or 
the  natural  probabilities  of  the  thing  represented. 
The  parties  make  their  leader,  their  favourite,  a 
perfect  man  ;  and  the  leader  of  an  opposing  party 
one  that  wants  every  thing  that  an  honest  man 
should  have,  and  possessing  all  those  qualities  of 
which  an  honest  man  should  not  have  one.  The 
constituents  cannot  be  personally  acquainted  with 
the  candidates,  and  of  course  must  obtain  their 
knowledge  of  them  through  the  press.  But 
there  is,  in  almost  every  case,  too  fair  a  repre- 
sentation by  friends,  and  far  too  foul  a  one  by 
enemies ;  and  how  shall  the  people  be  preserved 
from  deception  ?  In  no  other  way  but  by  becom- 
ing intelligent,  and  by  judging  for  themselves  ;  by 
knowing  something  of  the  history  of  the  candidate  ; 
by  comparing,  from  time  to  time,  the  statements 
that  are  made  of  him,  both  by  his  friends  and 
enemies  ;  and  by  searching  into  the  motives  of  men 
when  they  speak  and  act.  An  intelligent  man  will 
seldom  be  deceived.  But  the  ignorant,  who  are 
obliged  to  think  as  others  have  thought  for  them. 


DISTRICT    SCHOOL.  .3^ 

will  always  be  liable  to  error  and  imposition 
Where  there  is  a  free  press,  the  people  must  be 
intelligent,  or  it  will  give  power  to  the  few,  to  take 
away  the  liberties  of  the  many.  In  many  parts  of 
the  country,  the  press  is  the  sole  agent  in  the 
formation  and  publication  of  opinion  ;  and  so  long 
as  there  is  corruption  in  it,  there  is  fear  that  it  will 
be  a  strong  engine  of  evil.  This  will  certainly  be 
its  influence,  unless  the  people  are  intelligent  enough 
to  detect  its  errors,  and  virtuous  enough  to  be  un- 
touched by  its  corruption. 

And  lastly,  men  should  know  who  are  the  con- 
scientious and  enlightened  friends  and  supporters 
of  our  free  institutions.  It  is  obvious  to  all,  that 
many  are  seeking  places  of  power,  not  for  the 
people's  good,  but  for  their  own.  It  is  likewise 
as  true,  that  many  have  the  appearance  of  honesty 
and  patriotism  who  possess  neither  of  these  neces- 
sary qualities  in  a  public  candidate.  How  then 
shall  the  people  judge  who  are  worthy  of  their 
support  and  their  country's  honours  ?  How  shall 
they  be  able  to  discriminate  between  the  man  of 
worth  and  capability,  and  the  man  who  is  a  zealous 
pretender,  but  who  will,  either  by  his  wickedness 
or  weakness,  betray  his  constituents  ?  How  shall 
the  people  know  who  are  the  guardians  of  the  laws 
and  constitution,  and  the  faithful  advocates  of  their 
rights  ?  How  shall  the  people  know  who  to  en- 
trust with  their  property  and  their  liberties  ?  To 
all  these  questions  we  answer,  "  by  being  intelli- 
gent:* 

Cc 


DISTRICT  SCHOOI.. 


SECTION  IV. 

DUTIES   WHICH    WE    OWE    TO    EACH    OTHEE. 

Man  loves  to  commune  with  his  fellow-men; 
and  he  is  led  by  an  instinctive  natural  desire  to 
associate  with  his  species.     Society,  with  him,  is 
to  be  the  source  of  all  the  love  which  he  feels,  of 
all  the  love  which  he  excites,  and  therefore,  of 
almost  all  the  desires  and  enjoyments  which  he  is 
capable  of  feeling.     The  boy  hastens  to  meet  his 
playmates,  and  man  to  communicate  his  thoughts 
to  man.     "  Were  I  in  a  desert,"  says  an  eloquent 
author,  "  I  would  find  out  where  within  it  to  call 
forth  my  affections.     If  I  could  do  no  better,  I 
would  fasten  them  on  some  sweet  myrtle,  or  seek 
some  melancholy  cypress  to  connect  myself  to ; 
I  would  court  their  shade,  and  greet  them  kindly 
for  their  protection.     I  would  cut  my  name  upon 
them,  and  say  they  were  the  loveliest  trees  through- 
out the  desert.     If  their  leaves  withered,  I  would 
teach  myself  to  mourn ;  and  when  they  rejoiced, 
I  would  rejoice   along  with  them."      The  heart 
cannot  live  alone ;  to  love  and  be  beloved  is  the 
first  natural  desire  of  all.     To  society,  man  owes 
Ae  strength,  the  perfection,  and  the  happiness  of 
his  nature.     In  society  are  developed  all  those 


DISTRICT  SCHOOL.  303: 

noble  faculties  which  place  man  at  the  head  of 
creation ;  which  make  him  at  once  the  head,  the 
heart,  and  the  tongue  of  all.  Says  Seneca,  the 
great  Roman  moralist :  "  Make  us  single  and  soli- 
tary, and  what  are  we  ?  The  prey  of  other  ani- 
mals, and  their  victim — the  prey  which  would  be 
most  easy  for  them  to  seize,  the  victim  which  would 
be  most  easy  for  them  to  destroy.  Those  other  ani- 
mals have,  in  their  own  strength,  sufficient  protec- 
tion. If  they  be  born  to  live  apart,  each  has  its 
separate  arms  to  defend  it.  Man  has  no  tusks 
or  talons  to  make  him  terrible.  He  is  weak  and 
naked  ;  but  weak  and  naked  as  he  is,  society  sur- 
rounds him  and  protects  him.  It  is  this  which 
submits  to  his  power  all  other  living  things,  and 
not  the  earth  merely,  which  seems  in  some  measure 
his  own  by  birth,  but  the  very  ocean,  that  is  to 
him  another  world  of  beings  of  a  different  nature. 
Society  averts  from  him  the  attack  of  diseases — it 
mitigates  his  suffering  when  he  is  assailed  by  them 
— it  gives  support  and  happiness  to  his  old  age- 
it  makes  him  strong  in  the  great  combat  of  human 
life,  because  it  leaves  him  not  alone  to  struggle 
with  his  fortune." 

But  however  great  and  numerous  the  blessings  of 
society  may  be,  the  social  union  does  not  take  its  rise 
from  views  of  self-interest ;  it  forms,  from  the  con- 
stitution of  human  nature,  a  necessary  condition  of 
man.  It  is  not  the  wants  and  necessities  of  his 
animal  being  which  create  his  social  feelings ;  for 
he  is  determined  to  society  by  his  very  nature,  by 
instinct,  and  by  innumerable  principles  which  have 


304'  DISTRICT    SCHOOI,. 

a  reference  to  his  fellow-creatures.  Man  must 
have  the  sympathy  of  man  ;  he  always  wishes  to 
infuse  his  thoughts  and  feelings  into  the  minds  and 
hearts  of  others,  and  to  share  the  thoughts  and 
feelings  of  those  other  minds  and  hearts.  There 
is  scarcely  a  moment  of  our  existence  in  which  the 
social  aflection  does  not  influence  our  hopes  and 
our  fears,  our  resolutions  for  the  future,  and  our 
remembrance  of  the  past.  On  the  society  of  his 
fellow-beings,  man,  as  his  Creator  has  made  him, 
is  ever  ready  to  pour  out  the  affections  of  his 
heart ;  to  society  he  is  ever  ready  to  give  the 
strength  of  his  arm,  and  the  light  of  his  mind  ;  and 
to  society,  he  always  flees  for  sympathy  in  his 
sufferings,  companionship  in  his  rejoicings,  and  aid 
in  his  necessities.  Thus,  the  all-wise  Creator  has 
made  the  gratifip.ation  of  this  social  afi'ection  the 
great  benefactor  and  protector  of  man. 

The  God  of  nature,  who  has  made  it  delightful 
for  man  to  associate  with  his  fellow-men,  and  his 
happiness  to  be  active  in  this  association,  has  like- 
wise directed  him  how  to  act  amid  these  innumer- 
able and  responsible  relations  which  he  sees  be- 
tween him  and  the  fellow-beings  around  him. 
These  directions  or  laws  from  the  Creator  have 
made  human  life  (when  it  is  worthy  of  that  name) 
to  consist  in  the  exercise  of  duties.  He  who  lives 
best,  discharges  these  duties  best.  And  as  it  is 
necessary  for  all  of  us  to  be  frequently  reminded 
of  our  duties,  I  shall  now  state  a  few  of  those 
which  men  owe  to  each  other  in  society. 


DISTRICT   SCHOOL. 

And  first,  some  of  the  duties  which  come  under 
the  general  name  of  Justice.  The  word  justice  de- 
noting that  disposition  which  leads  us,  in  cases 
where  our  own  temper,  or  passions,  or  interests 
are  concerned,  to  judge  and  to  act  without  being 
biased  by  partial  considerations. 

We  should  be  just  towards  the  property  of 
others.  This  implies  honesty  in  all  our  dealings 
with  men.  It  is  right  that  we  should  have  a  proper 
regard  for  our  own  interest ;  but  in  promoting  it, 
we  should  never  interfere  with  the  interests  and 
rights  of  others.  Security  of  property  is  the  great 
incentive  to  industry,  and  the  original  cause  of 
wealth.  He  who  would  take  what  belongs  to  an- 
other, does  all  that  he  can  do  towards  destroying 
the  rich  and  populous  earth  which  we  behold,  and 
in  banishing  the  intellectual  sciences,  and  arts,  and 
systems  of  civil  and  moral  polity,  which  distinguish 
the  civilized  man  from  the  savage.  The  certainty 
that  we  shall  enjoy  the  fruits  of  our  own  labours, 
is  the  first  cause  which  operates  as  the  civilizer 
of  man  ;  and  he,  who,  like  the  robber,  would  appro- 
priate to  himself  the  property  of  others,  is  doing 
all  that  his  hand  and  heart  can  do  in  sending  man 
back  to  the  condition,  the  life,  and  suflferings  of  the 
savage.  If  there  was  not  respect  to  the  property 
of  others,  there  would  be  no  wealth  to  support,  and 
no  industry  to  be  supported ;  no  bounty  to  cheer, 
and  no  penury  to  be  relieved ;  but  there  would  be 
one  general  penury,  and  one  common  struggle  for 
that  scanty  morsel  which  would  alone  remain  for 
Cc2 


306  MSTRICT    SCHOOl. 

the  wretched.  We  should  not  only  abstain  from 
wresting  or  injuring  the  possessions  of  others,  but 
we  should  not  interfere  with  the  lawful  means 
which  others  may  use  for  the  acquisition  of  prop- 
erty. Justice  towards  the  property  of  others,  and 
their  lawful  means  of  acquiring  it,  then,  I  repeat, 
is  what  we  all  owe  to  each  other. 

Justice  demands  that  we  should  not  interfere 
with  the  freedom  of  others'  actions.  This  consti- 
tutes personal  liberty.  In  civil  communities,  this 
right  may  be  restricted  when  a  man  uses  his  free- 
dom to  the  injury  of  others.  But  freedom  of  act- 
ing should  not  be  restrained  by  unjust  laws  or 
oppressive  institutions.  We  should  not  prevent 
the  free  actions  of  others  by  haughtiness,  bribery, 
or  lordly  command,  but  should  leave  every  man  to 
act  according  to  his  own  native  dignity  and  free 
choice,  so  long  as  his  actions  do  not  clash  with  the 
private  and  public  good. 

Justice  makes  us  respect  the  character  or  reputa- 
tion of  others. 

'*  Good  name  in  man  and  woman 
Is  the  immediate  jewel  of  their  sools. 

But  he  that  filches  from  me  my  good  name, 
Robs  me  of  that  which  not  enriches  him, 
Yet  makes  me  poor  indeed." 

To  take  away  a  man's  character  or  reputation 
is  to  take  away  his  life :  it  is  the  foulest,  blackest 
kind  of  murder.     Man  possesses  no  treasure  so 


raSTRICT   SCHOOL.  807 

pure,  so  dear,  so  valuable  as  a  spotless  reputation ; 
and  he  who  would  trifle  with  this  is  man's  greatest 
foe.  Evil-speaking  is  very  natural  and  very  easy 
to  the  wicked  heart ;  and  the  communications  in 
this  world  give  a  very  free  and  a  very  rapid  cir- 
culation to  evil  reports.  But  he  who  would  in- 
dulge this  wicked  propensity,  or  circulate  an  evil 
report,  does  to  his  fellow-men  the  greatest  injus- 
tice, and  the  worst  of  all  possible  injuries.  There 
is  nothing  in  our  fellow-men  that  we  should  respect 
with  so  much  sacredness  as  their  good  name.  We 
should  avoid  every  thing  that  would  be  injurious  to 
their  character.  All  insinuations  which  might  give 
rise  to  suspicion  or  prejudice,  and  every  thing  that 
would  prevent  the  praise  or  credit  which  is  justly 
due  to  them.  And  where  the  individual  cannot 
defend  himself,  we  should  counteract  every  thing 
that  would  be  to  his  injury. 

Justice  requires  us  to  exercise  fairness  inform- 
ing our  opinion  of  others.  There  is  much  less 
criminal  intention  in  the  world  than  is  commonly 
supposed ;  and  it  is  our  duty  to  estimate  the  con- 
duct and  motives  of  others  with  calmness  and  im- 
partiality. We  should  make  full  allowance  for 
the  circumstances  and  feelings  of  others.  We 
should  not  be  willing  to  ascribe  bad  motives  to 
men,  nor  to  condemn  them  before  they  are  proved 
to  be  dishonest.  It  is  natural  to  ascribe  good  mo- 
tives to  our  bad  actions,  and  bad  motives  to  the 
good  actions  of  oiliers.  We  should  guard  against 
this  selfish  principle,  and  this  want  of  fairness  and 


308  DISTRICT   SCHOOLi 

liberality  to  our  fellow-men.  We  should  always 
form  good  opinions  of  men,  until  their  actions 
compel  us  to  do  otherwise.  It  is  unjust  to  form 
our  opinions  of  men  from  imperfect  acquaintance 
or  partial  considerations  ;  yet  men  are  very  liable 
to  do  so.  An  opinion  should  not  be  formed  or 
published  until  there  is  a  full  understanding  of  the 
person  and  the  subject  in  question ;  yet  so  ready 
are  men  to  relate  whatever  has  been  told  to  them  ; 
and  so  much  readier  are  they  to  inquire  what  is 
said  than  what  is  true,  that  there  is  very  apt  to  be 
a  want  of  fairness  in  the  examination  of  the  truth 
of  what  is  uttered.  This  disposition  should  make 
us  cautious  in  receiving  or  circulating  any  thing 
which  may  injure  others. 

Justice  is  to  be  exercised,  in  judging  of  the  state' 
ments  of  others.  This  constitutes  candour.  We 
are  to  give  a  candid,  deliberate  hearing  to  the 
opinions,  arguments,  and  statements  of  others ; 
estimating  fairly  and  honestly  their  weight  and  in- 
fluence. This  state  of  mind  is  opposed  to  preju- 
dice, bigotry,  self-love  for  our  own  opinion,  attach- 
ment to  preconceived  opinions,  and  a  narrow  dis- 
putatious spirit.  In  stating  any  thing  men  are  apt 
to  take  from,  or  add  to,  whatever  they  may  have 
heard ;  to  give  it  a  different  colouring,  or  a  dif- 
ferent appearance  from  what  they  know  to  be  the 
true  state  of  the  case.  Men  are  apt,  likewise,  to 
draw  conclusions  which  do  not  follow  from  the 
facts  and  premises  which  they  have  judged  from. 
To  all  this  unfairness  in  judging  of  the  statements 


DISTRICT   SCHOOX..  309 

of  others,  candour  is  directly  opposed ;  and  he  who 
wishes  to  represent  others  as  he  would  wish  to  be 
represented,  will  often  examine  himself  to  see  if  he 
has  not  something  of  this  deceptive  spirit. 

Justice  enjoins  us  to  respect  the  feelings  and 
affections  of  others.  We  may  do  great  injury  to 
the  feelings  of  others  without  hurting  their  interest 
or  their  reputation.  There  are  minds  of  extreme 
delicacy,  which  we  may  deeply  wound,  either  by 
roughness  or  grossness  of  manner,  or  by  overbear- 
ing haughtiness  and  undue  severity.  Towards 
sensitive  persons,  like  these,  we  should  behave  with 
the  utmost  tenderness.  We  should  never  ruffle 
the  tranquil  mind,  nor  disturb  that  equanimity  of 
temper  so  necessary  to  a  clear  perception  of 
truth  and  the  happiness  of  the  individual.  And  he 
who  robs  one  of  the  affections  of  another,  is  the 
greatest  pilferer  that  moves  above  the  earth.  The 
affections  of  others  are  the  most  precious  posses- 
sions which  man  can  have  ;  and  if  the  guilt  of  the 
robber  is  in  proportion  to  the  evil  he  does,  who  is 
there  so  guilty,  so  base,  as  that  man  who  steals  not 
only  the  affections,  but  also  the  capacity  of  feeling 
affection  and  confidence  again.  He  who  would 
corrupt  or  lessen  that  remaining  affection  and  love 
which  men  still  have  for  each  other,  and  which 
makes  the  earth  still  a  paradise  wherever  they 
exist,  does  all  that  he  can  to  equal  the  malignity 
and  wickedness  of  the  first  great  tempter  of  the 
human  race. 

Justice  demands  that  we  should  be  impartial  in 


310  DISTRICT   SCHOOL,  i 

estimating  the  talents  of  others.  Man  is  prone  to 
detract  from  the  reputation  of  others  that  he  may 
advance  his  own.  Perhaps  there  is  no  principle 
more  deeply  rooted  in  the  human  mind  than  the 
love  of  fame  and  distinction ;  and  if  this  principle 
is  properly  regulated,  there  is  no  one  more  subser- 
vient to  valuable  purposes.  But  it  is  the  most 
difficult  of  all  principles  to  restrain  within  the 
bounds  of  moderation.  Our  ambition  and  self- 
partiality  prevent  us  from  attending  to  the  merits 
of  others,  and  we  are  blind  or  ill-disposed  towards 
those  talents  and  excellences  which  eclipse  our 
own.  Of  this  truth,  he  who  will  attend  to  the 
operations  of  his  own  mind  will  be  fully  satisfied. 
How  necessary  is  it,  then,  that  we  should  guard 
against  that  envious  spirit  which  would  prevent  us 
from  appreciating  and  honouring  the  genius  and 
abilities  of  others.  We  should  always  be  ready 
to  see  beauties  and  applaud  excellences,  and  to 
give  the  tribute  of  honour  wherever  honour  is  due. 
Justice  demands  that  we  should  not  injure  the 
moral  principles  of  others.  He  who  would  know- 
ingly corrupt  the  virtue  or  the  moral  principles  of 
another,  either  by  specious  argument,  seduction, 
or  vicious  example,  must  possess  a  character  of  the 
deepest  malignity.  These  offences  come  under 
no  human  law ;  the  morality  and  good- will  of  man 
is  the  only  restraint  over  them.  And  he  who  wil- 
fully lessens  a  single  virtue  in  the  heart  of  another, 
or  introduces  into  it  a  single  vice,  or  increases  the 
power  of  any  guilty  passion,  is  an  enemy  to  the 


DISTMCT    SCHOOI..  311 

peace  of  society,  the  happiness  of  man,  and  the 
government  of  his  Creator.  To  unhinge  the 
moral  principles  of  another,  in  any  way  whatever, 
is  to  do  the  worst  deed  which  man  does  to  his  fel- 
low-men. Yet  how  ready  are  some  men  to  ridi- 
cule religion,  to  sneer  at  morality,  and  to  mock  at 
every  religious  expression  and  sentiment  of  the 
heart.  To  such  we  would  say,  if  you  have  no  fear 
of  human  depravity  unchecked,  no  fear  of  human 
ordinances,  or  no  fear  of  the  laws  of  God,  yet  we 
beseech  you  have  some  benevolence  to  your  fel- 
low-men. Do  not  use  your  wickedness  and  malice 
by  leaguing  with  the  arch-destroyer  of  man,  in 
making  the  world  worse  than  it  now  is.  Have 
some  regard  to  the  sensitive,  immortal  beings 
around  you ;  and  if  you  have  made  up  your  minds 
to  become  abandoned  in  principle  and  depraved  in 
practice,  we  still  entreat  you  not  to  seek  to  contami- 
nate others.  How  guilty  must  be  that  writer, 
whose  works  have  contributed  to  violate  the  prin- 
ciples of  truth  and  rectitude ;  to  pollute  the  imagi- 
nation or  corrupt  the  heart !  Yet  this  destroyer 
of  moral  being  often  goes  through  the  scene  of  de- 
struction unmolested,  perhaps  honoured,  as  if  no 
power  could  reach  the  measure  of  his  guilt  but  the 
hand  of  the  Eternal.  There  is  another  extensive 
species  of  corruption  which  arises  from  profligate 
example.  When  the  gray-headed  veteran  of  de- 
baucheries, having  led  a  long  life  of  unceasing 
excess  in  all  that  is  gross  and  depraved,  collects 
around  him  his  band  of  youthful  disciples,  and  re- 


S12  DISTRICT    SCHOOL. 

lates  to  them  the  tales  of  merriment  and  obscenity, 
and  watches  the  vicious  passions  which  need  to  be 
Btrengthened,  he  presents  an  example  the  results 
of  which  no  one  can  estimate.  Surely,  if  there  be 
a  being  on  this  earth  whom  we  have  permission  to 
hate,  with  full  and  absolute  detestation,  it  is  a 
human  demon  like  this.  How  circumspect  should 
we  be,  that  we  may  in  no  way  whatever  be  the 
cause  of  injuring  the  moral  principles  of  others  I 
■  Another  social  duty  which  we  owe  to  each  other 
is  that  of  Veracity.  The  happiness  which  we  de- 
rive from  intercourse  with  men,  from  the  advance- 
ment and  diffusion  of  knowledge,  from  the  teach- 
ings of  philosophy,  and  the  experience  of  history, 
depends  upon  the  fidelity  and  scrupulous  accuracy 
with  which  we  adhere  to  the  natural,  instinctive 
principle  of  veracity.  Openness,  sincerity,  and 
truth  not  only  promote  our  highest  interest,  but 
have  an  engaging,  beautiful  appearance  wherever 
they  are  found.  Truth  is  the  native  suggestion  of 
the  heart,  and  is  always  uttered,  unless  there  are 
solicitations  to  falsehood  too  strong  for  the  natural 
principle.  Children  always  put  implicit  confidence 
in  the  statements  of  others,  until  experience  teaches 
them  the  lesson  of  caution ;  and  after  all  our  les- 
sons of  equivocation,  duplicity,  and  falsehood,  there 
is  more  belief  than  veracity  in  the  world.  Although 
the  existence  and  happiness  of  society  depend 
upon  the  fidelity  with  which  men  ascertain  and  re- 
late the  truth,  although  there  is  so  much  that  is 
pleasing  and  attractive  in  truth,  and  although  it  is 


DISTRICT   SCHOOL.  313 

the  natural,  spontaneous  effusion  of  the  heart,  still 
there  is  so  much  insincerity,  pride,  ambition,  and 
avarice  in  the  heart  of  man,  that  he  finds  strong 
solicitations  to  depart  from  that  fidelity  of  purpose, 
that  scrupulous  accuracy  of  statement  which  he 
knows  is  due  to  his  fellow-citizens. 

The  duty  of  veracity  should  make  men  faithful 
and  critical  in  ascertaining  facts.  There  is  so 
much  credulity  in  man,  that  he  is  apt  to  believe 
without  proper  examination.  (I  except  the  sub- 
ject of  Christianity,  for  here  the  want  of  examina- 
tion is  the  cause  of  unbelief.)  In  the  affairs  of  life, 
we  are  disposed  to  draw  general  conclusions  from 
a  few  particular  facts,  to  judge  of  a  whole  body  of 
men  from  a  knowledge  of  a  few  individuals,  and  to 
pass  sentence  upon  an  individual  from  knowing 
some  one  of  his  opinions,  or  from  hearing  of  a  few 
facts  in  the  history  of  his  life.  There  is  too  strong 
an  inclination  to  generalize  and  jump  to  conclu- 
sions. This  makes  man  impatient  and  unfaithful 
in  his  investigations,  and  superficial  in  his  informa- 
tion. He  cannot  expect  to  tell  the  truth,  if  he  has 
not  correctly  and  fully  informed  himself.  He  can- 
not be  a  man  of  veracity,  however  well  disposed 
he  may  be,  unless  he  is  critical  and  faithful  in  his 
reception  of  facts. 

We  should,  likewise,  be  scrupulous  in  stating 
facts.  They  may  be  stated  correctly,  and  yet  give 
a  false  impression.  The  truth  may  be  told,  and  yet 
a  part  of  it  withheld.  A  fact  may  be  stated  with- 
out the  circumstances  under  which  it  occurred. 
Dd 


314  DISTBICT   SCHOOL. 

There  are  many  ways  of  deceiving,  either  by  looks, 
or  voice,  or  gesture,  or  suppression,  or  high  colour- 
ing, and  yet,  so  far  as  respects  the  prominent  facts 
in  the  case,  there  may  be  no  departure  from  trutli. 
Much  watchfulness  and  sincerity  will  be  necessary 
to  give  us  an  honest,  scrupulous  narration. 

The  third  consideration  in  the  love  and  practice 
of  truth  is  faithfulness  in  the  fulfilment  of  promises. 
This  is  opposed  to  actual  departure  from  what 
was  distinctly  promised  ;  likewise  to  all  those  en- 
couragements which  one  may  give  another  with- 
out the  intention  of  meeting  them.  A  straight- 
forward integrity  carefully  and  conscientiously 
performs  every  promise,  and  fulfils  every  engage- 
ment, although  the  performance  or  fulfilment  is 
attended  with  a  high  sacrifice  of  feeling  and  in- 
terest. 

I  know  of  nothing  that  causes  so  much  incon- 
venience and  derangement  in  the  business  of  life, 
that  stops  the  exercise  of  so  much  benevolence,  that 
makes  truth  and  reality  so  powerless,  as  the  de- 
partures which  men  make  from  strict  veracity. 
Let  us,  then,  in  all  our  intercourse,  be  careful  to 
fulfil  this  duty  to  each  other. 

The  duties  which  have  been  considered  may  be 
termed  negative  duties,  which  cause  us  to  abstain 
from  the  injury  of  others.  Those  which  are  yet  to 
be  considered  may  be  caWed  positive  duties,  coming 
under  the  general  term  Benevolence.  These  con- 
sist in  being  active  in  doing  good  to  our  fellow-men. 
And  how  touching  and  eloquent  are  the  pleadings 


DISTRICT  8CHOOI..  31  & 

of  the  wants  and  ills  of  man  !  Wherever  mankind 
are  found,  there  man  sees  and  hears  invitations  to 
do  good,  the  most  tender  and  the  most  persuasive. 
There  is  nothing  that  calls  upon  man's  activity  with 
so  much  justice,  so  much  earnestness,  and  with 
such  high,  heavenly  claims,  as  the  destitute,  diseased 
condition  of  man,  and  the  susceptibility  of  his 
nature  for  increased  happiness.  The  world  is 
ignorant,  and  wants  instruction — in  doubt,  and  asks 
for  counsel — it  is  sick,  and  wishes  and  needs  health 
— hungry  and  naked,  and  asks  for  food  and  cloth- 
ing. Wherever  man  meets  man,  there  benevolence 
is  asked  and  required. 

It  is  our  duty  to  administer  to  each  other's  per- 
sonal necessities.  The  rich  are  dependant  on  the 
poor,  and  the  poor  upon  the  rich.  Some  have 
more  than  they  want,  and  others  want  more  than 
they  have.  There  is  bounty  to  relieve,  and  penury 
to  be  relieved — there  is  the  exercise  of  generosity 
for  some,  and  the  exercise  of  gratitude  for  others. 
There  are  some  who  are  '*  nobly  maimed,"  some 
are  unfortunate,  and  others  whose  woes  make  men 
forget  their  vices  :  all  these  are  brothers  of  the 
human  family,  and  ask  our  benevolence  for  the 
necessaries  of  man.  These  petitions  should  be 
heard,  and  if  there  is  ability,  cheerfully  granted. 

Our  benevolence  should  be  eager  to  relieve  per- 
sonal suffering.  This  we  may  do  by  erecting  hos- 
pitals and  asylums,  by  visiting  and  administering 
to  the  sick,  and  by  sending  to  the  disabled  the  com- 
forts of  life.     Whenever  a  fellow-being  is  in  pain 


316  DISTRICT   SCHOOL. 

or  despondency,  we  should  be  disposed  to  relieve 
and  to  cheer.  The  supplications  of  the  sick  and 
the  sorrowful  should  be  heard  and  answered,  as 
well  as  the  invitations  of  the  gay  and  the  happy. 
We  should  sympathize  with  the  sufferer  as  well  as 
rejoice  with  the  prosperous.  It  is  as  much,  or 
more,  our  duty  to  relieve  personal  pain,  as  it  is  to 
add  to  personal  pleasure.  Benevolence  can  make 
the  world  much  happier  by  supplying  the  wants  of 
the  necessitous,  and  relieving  the  sufferings  of  the 
diseased,  than  it  can  by  giving  comforts  to  the 
comfortable ;  yet  the  most  of  our  benevolence  is 
apt  to  expend  itself  in  sympathy  with  those  who 
would  be  happy  without  it.  Prosperity  always 
owes  a  duty  to  adversity ;  the  fortunate  should 
regard  the  unfortunate ;  and  the  virtuous  should 
pity  the  vicious.  Benevolence  should  be  the  great 
moral  link  which  unites  man  to  man  ;  and  it  should 
be  our  business  to  visit  the  lonely  and  the  neglected, 
to  comfort  the  distressed,  and  to  counsel  the  weak 
and  the  wavering. 

It  is  our  duty  to  attend  to  the  education  and  in- 
struction of  others.  "  The  virtue  of  mankind,  and 
the  knowledge  which  invigorates  that  virtue  and 
renders  it  more  surely  useful,  are  the  greatest 
objects  which  benevolence  can  have  in  view."  Te 
instruct  the  ignorant  in  useful  knowledge  is  to  do 
the  greatest  good  that  man  is  privileged  to  confer. 
There  is  no  benevolence  so  exalted,  so  useful,  so 
heavenly  as  that  which  pours  mental  and  moral 
light  into  the  rational,  immortal  mind.     To  give 


DISTRICT   SCHOOL.  817 

the  ignorant  an  education  is  the  only  way  that  we 
can  give  them  the  power  of  fulfilling  the  object  of 
their  being.  This  divine  benevolence,  all  who 
have  had  an  education  are  permitted  and  required 
to  exercise. 

We  may  instruct  by  founding  and  endowing 
literary  institutions ;  by  petitioning  for  or  enacting 
laws  which  encourage  a  sound  universal  education ; 
by  instructing  those  who  make  teaching  their  pro- 
fession ;  by  ascertaining  the  amount  and  means  of 
education  among  the  whole  people ;  by  improving 
the  condition  of  the  schools,  and  by  imparting 
useful  information  wherever  we  meet  with  mind. 
Man  was  put  into  society  to  love  and  enlighten 
man  ;  and  when  he  does  this  duty,  he  feels  a  plea- 
sure which  is  purer  and  higher  than  any  other. 
To  know  our  duty  to  ourselves,  to  our  fellow-men, 
and  to  our  Creator,  is  the  duty  of  all,  and  having 
known,  it  is  our  duty  to  give  this  knowledge  to 
every  human  being. 

It  is  our  duty  to  make  men  moral  And  to  make 
them  moral  is  not  only  to  make  them  refrain  from 
the  grosser  vices  of  men  and  to  do  their  duty  to 
their  neighbours,  but  likewise  to  persuade  them  to 
love  and  obey  their  Creator.  To  raise  the  moral 
condition  of  man  by  instructing  the  ignorant,  by 
rescuing  the  unwary,  and  by  reclaiming  the  vicious, 
implies  the  highest  species  of  useful  benevolence. 
But  we  cannot  make  man  happy  by  giving  him 
honours,  possessions,  or  pleasures  ;  if  we  make  him 
happy  we  must  make  him  moral.  And  we  cannot 
Dd2 


318  DISTMCT   SCHOOI,. 

make  men  moral  by  merely  making  them  polite 
and  learned ;  but  we  take  the  proper  means  to  do 
this  when  we  give  them  that  Word  which  is  truth, 
and  which  sanctifies  men.  Therefore,  to  improve 
the  moral  condition  of  men  is  to  make  them  sober, 
enlightened  Christians.  Any  thing  short  of  this  is 
but  little  else  than  a  change  from  one  vice  to 
another.  Our  benevolence,  then,  in  raising  the 
moral  condition  of  man,  should  be  exercised  in 
making  him  understand,  believe,  and  practise  the 
truths  of  the  Bible. 

A  fixed,  settled  benevolence  disposes  us  at  all 
times  to  be  agreeable  to  our  fellow-men.  There 
are  many  who  are  not  deficient  in  what  we  usually 
call  deeds  of  benevolence,  yet  who  are  still  very  apt 
to  forget  that  a  most  important  exercise  of  true 
benevolence  consists  in  the  habitual  cultivation  and 
practice  of  courtesy,  gentleness,  and  kindness  ;  and 
that  these  dispositions  often  increase  the  comforts  and 
happiness  of  others  to  a  greater  degree  than  any 
actual  deeds  of  beneficence.  This  "  benevolence 
in  trifles"  is  something  that  we  as  a  people  do  not 
yet  very  well  understand  ;  yet  the  greater  part  of 
the  happiness  of  life  consists  in  those  little  atten- 
tions, those  "  minor  decencies"  which  cost  us  no 
trouble  or  money,  but  which  we,  from  selfishness 
or  sturdy  independence,  are  very  much  disposed 
to  overlook.  To  make  others  happy  by  conform- 
ing our  feelings  to  theirs,  by  taking  an  interest  in 
the  worthy  objects  of  their  pursuit,  and  by  entering 
into  their  plans  and  opinions,  is  a  sympathy  we  all 


DISTRICT    SCHOOL.  310 

desire,  and  a  benevolence  which  we  all  owe. 
He  that  does  this  exercises  no  small  virtue.  To 
make  ourselves  agreeable  by  flattery,  or  by  pam- 
pering vicious  appetites,  is  detestable  ;  it  is  to  make 
ourselves  wholly  unworthy  of  esteem  or  friend- 
ship. But  to  make  ourselves  agreeable  by  im- 
parting innocent  amusement  or  useful  knowledge, 
by  increasing  the  general  happiness  and  good  will 
of  the  company,  or  by  sharing  the  sorrows  and 
sufferings  of  others,  is  a  benevolent  tribute  which 
we  all  owe  to  those  we  meet  with.  Whenever  we 
meet  with  our  fellow-men,  we  should  always  desire, 
and  do  all  in  our  power  to  make  them  happier  and 
better. 

And,  lastly,  in  all  our  intercotirse  with  men  we 
should  endeavour  to  make  peace.  This  becomes, 
in  a  world  that  is  quick  to  take  offence  and  slow 
to  forgive  it,  a  very  important  duty.  To  be  a 
peace-maker  v/here  there  are  constant  provoca- 
tions and  systematic  injustice,  met  as  constantly 
by  unrelenting  resentment  and  revenge,  is  one  of 
the  most  honourable,  charitable,  and  heavenly  ca- 
pacities that  men  can  ever  act  in.  He  who  allays 
strife,  calms  the  passionate,  and  soothes  exitement 
is,  indeed,  a  welcome  and  a  blessed  mediator  be- 
tween man  and  man.  As  we  have  already  said, 
there  is  much  less  criminal  intention  in  the  world 
than  is  generally  imagined — the  most  of  the  differ- 
ences among  men  arising  from  misunderstanding 
and  misrepresentation ;  and  hence  it  becomes  us 
to  put  the  best  possible   construction  upon  the 


Z20  DISTRICT   SCHOOL. 

actions  of  others,  and  not  to  judge  hastily  or  report 
unfavourably.  We  should  discountenance  all  in- 
sinuations, and  strive  to  make  the  parties  better 
understood  by  each  other.  We  should  avoid 
every  thing  that  vyould  injure  the  feelings  or  the 
friendship  of  others.  We  should  endeavour  to 
destroy  prejudice,  abate  animosity,  and  to  estab- 
lish a  friendly,  social  intercourse  among  all  men. 
He  who  adds  one  emotion  of  love  more  to  the 
world,  or  takes  away  from  it  one  of  hatred,  is  a 
benefactor  to  man.  He  who  makes  friendship 
where  there  was  enmity,  kindness  where  there 
was  a  disposition  to  injure,  and  gratitude  where 
there  was  suspicion,  may  truly  be  said  "  to  go 
about  doing  good."  "Blessed  are  the  peace- 
makers, for  they  shall  be  called  the  children  of 
God." 


SECTION  V. 

PATRIOTIC    DUTIES    TO    OUR    COUNTRY. 

"In  an  extensive  and  populous  country,  the  in- 
stinctive affection  of  patriotism  is  apt  to  grow 
languid  among  the  mass  of  the  people,  and  there- 
fore it  becomes  the  more  necessary  to  impress  on 
th«ir  minds  these  considerations  of  reason  and  duty 


DISTRICT    SCHOOL.  321 

which  recommend  public  spirit  as  one  of  the  pria- 
cipal  branches  of  moraUty." — Dugald  Stewart. 

There  is  a  foundation  laid  in  nature  for  distinct 
communities.  Mountains,  oceans,  and  continents 
create  natural  divisions  ;  and  the  diversity  of  lan- 
guages, customs,  manners,  and  products  unite  with 
these  natural  divisions  to  separate  tribes  and  nations 
from  each  other.  These  causes  always  separate 
men  during  the  earlier  ages  of  society,  but  their 
effect  becomes  less  and  less  as  society  advances, 
and  reason  improves.  The  prejudices  which  arise 
among  different  nations,  from  arbitrary  signs  and 
ceremonies,  may  be  necessary  during  the  infancy 
of  reason,  to  maintain  order  and  form  the  people 
into  united  governments.  But  when  the  mind  be- 
comes more  mature,  and  can  look  beyond  the  sign 
and  the  ceremony,  these  barriers  of  affection  and 
free  intercourse  are  seen  to  be  but  useless  trifles, 
and  will  gradually  disappear. 

The  strong  tendency  of  reason  and  affection  to 
unite  every  people  and  nation,  shows  us  that  the 
principles  of  disunion  (for  patriotism  implies  a 
separation)  are  not  malign  and  original  in  the  hu- 
man heart.  While  we  love  the  land  of  our  birth, 
and  defend  the  government  that  protects  us,  we 
may  still  wish  the  prosperity  of  every  other  land, 
and  the  perfection  of  every  other  government. 
Duties  to  our  countrymen,  and  to  the  laws  of  our 
country,  do  not  imply  ill-will  to  others. 

Men  may  be  enthusiastic,  and  even  selfish,  in 


322  DISTRICT   SCHOOL.  , 

loving  their  country.  To  love  the  land  of  our  fathers, 
and  the  land  of  our  birth,  is  natural  to  all,  and  the 
duty  of  all.  To  love  and  venerate  the  great  names 
and  the  great  deeds  recorded  in  the  history  of  our 
country,  is  a  patriotic  duty  which  every  American 
youth  rejoices  to  perform.  In  loving  our  country, 
we  love  every  individual  in  it,for  eachis  a  part  of  the 
one  great  whole.  The  heart  feels  an  affection  for 
those  who  tread  the  same  soil,  who  breathe  the 
same  air,  and  rejoice  in  the  same  freedom.  We 
feel  united  by  the  closest  ties  to  those  who  lend 
vigour  to  the  same  institutions,  who  with  us  have 
one  common  interest  and  one  common  enemy. 
Interests  and  relations  like  these  unite  the  hands 
and  hearts  of  American  youth  with  ties  too  strong 
for  ambition  or  rivalry  to  break  asunder.  Affec- 
tion is  the  great  accompaniment  of  duty :  and 
when  affection  is  so  strong  and  so  universal,  there 
must  be  duties  of  no  slight  obligation. 

Our  first  patriotic  duty  is  the  duty  of  obedience. 
Obedience  to  the  government  under  which  we  live 
does  not  become  a  duty,  merely  because  that  gov- 
ernment exists,  or  has  long  existed,  but  because 
mankind — at  least  that  large  part  of  mankind, 
which  we  term  our  country — would  suffer,  upon 
the  whole,  if  we  were  not  to  obey.  This  gives 
authority  to  any  government  to  claim  the  obedi- 
ence of  every  citizen.  He  who  is  wise  enough  to 
consult  for  the  public  weal,  and  good  enough  to 
wish  it,  will  never  hazard  a  revolution  because  a 
few  abuses  exist,  and  a  faint  hope  appears  of  oor- 


DISTRICT   SCHOOI^  323 

recting  them.  Though  we  may  see  imperfections 
in  the  government  which  tends  to  lessen  our  hap- 
piness and  respectability,  we  should  yet  be  for- 
bearing, and  reflect  on  the  happy  influence  of  difiu- 
sive  knowledge,  and  upon  the  little  that  is  to  be 
hoped  from  the  exercise  of  force.  We  should 
weigh  the  good  with  the  good,  and  the  evil  with 
the  evil,  before  we  lift  the  voice  against  the  gov- 
ernment that  protects  us.  "  The  speculative  line 
of  demarcation,  where  obedience  ought  to  end, 
and  resistance  to  begin,  is,"  as  Mr.  Burke  truly 
says,  "  faint,  obscure,  and  not  easily  definable. 
Government  must  be  abused  and  deranged,  indeed, 
before  it  can  be  thought  of;  and  the  prospect  of  the 
future  must  be  as  bad  as  the  experience  of  the  past. 
When  things  are  in  that  lamentable  condition,  the 
nature  of  the  disease  is  to  indicate  the  remedy  to 
those  whom  nature  has  qualified  to  administer  in 
extremities,  this  critical,  ambiguous,  bitter  potion 
to  a  distempered  state.  Times,  and  occasions, 
and  provocations,  will  teach  their  own  lessons. 
The  wise  will  determine  from  the  gravity  of  the 
case — the  irritable  from  sensibility  to  oppression — 
the  high-minded,  from  disdain  and  indignation  at 
abusive  power  in  unworthy  hands — the  brave  and 
bold  from  the  love  of  honourable  danger  in  a  generous 
cause ;  but  with  or  without  right,  a  revolution  will  be 
the  very  last  resource  of  the  thinking  and  the  good" 
In  these  free  independent  states,  the  people  do 
not  believe  in  the  "  Divine  right  to  govern."  We 
recognise  no  other  principle  which  gives  moral 


324  DISTRICT   SCHOOL. 

authority,  than  that  which  bestows  the  greatest 
possible  amount  of  happiness,  the  longest  period  of 
time,  on  the  greatest  possible  number  of  people ; 
and  this  principle  is  self-government,  with  equal 
rights  and  privileges  to  all  mankind.  "  The  divine 
right  to  govern  wrong,"  cannot  be  a  right  derived 
from  the  Divinity.  The  God,  who  is  the  God  of 
happiness,  of  truth,  and  virtue,  would  not,  surely, 
authorize  any  man  to  make  His  creatures  misera- 
ble. The  origin  of  power  and  the  authority  of 
civil  law,  can  arise  from  no  other  source  than 
from  the  free,  full  consent  of  those  who  make  the 
laws  which  they  are  to  obey.  We  do  not  believe 
that  "  law  is  a  rule  of  action  proceeding  from  a 
superior  to  an  inferior,"  but  a  rule  of  action  pre- 
scribed by  that  whole  people  who  are  to  obey  the 
law.  As  the  people  cannot  be  superior  to  them- 
selves, our  laws  cannot  come  from  a  superior  to 
an  inferior.  Such  is  the  authority  which  rests  ia 
the  laws  of  the  United  States. 

The  constitution  and  the  laws  of  this  govern- 
ment have  emanated  from  the  people.  They  have 
not  only  made  the  laws,  but  have  promised  to  obey 
them  ;  and  thus  have  given  the  strongest  authority 
which  laws  can  possibly  have.  Unjust  laws  and 
tyrannical  institutions,  imposed  by  despots,  may 
have  no  claim  on  the  people's  obedience ;  but 
laws,  which  the  people  have  made,  and  in  making, 
promised  to  obey  ;  which  recognise  equal  rights 
and  privileges  to  all,  which  derive  their  authority 
from  the  consent  of  those  who  are  to  obey,  and 


msnfmcT  SCHOOL. 

ifrom  that  which  is  right  and  just  within  itself,  must 
possess  the  highest  claims  to  implicit,  universal 
obedience  ;  and  such  is  the  obedience  which  every 
citizen  of  these  United  States  owes  to  this  repub- 
lican government. 

We  present  the  only  example  of  a  convention 
of  the  people,  antecedent  to  the  existence  of  their 
government.  The  people  assembled  and  elected 
representatives  to  this  convention,  for  the  avowed 
purpose  of  framing  a  new  constitution.  This 
deputation /rom  the  people  deliberated  and  resolved 
upon  a  form  of  government.  The  people  adopted 
the  government  they  had  framed,  and  thus  gave  it 
its  moral  authority.  Obedience  to  the  constitution 
and  laws  of  the  United  States  is  therefore  a  pa- 
triotic and  a  moral  duty ;  and  every  member  of 
this  commonwealth  is  under  a  legal  and  a  moral 
obligation  to  obey  his  government. 

It  is  our  duty  to  respect  those  who  have  been 
elected  to  civil  offices.  The  want  of  proper  respect 
for  those  who  enact  and  administer  the  laws,  begets 
a  want  of  respect  for  the  law  itself;  and  if  it  is 
not  respected,  there  had  better  be  no  law.  While 
every  government  must  necessarily  partake  very 
much  of  the  character  of  those  who  administer  it, 
it  likewise  will  receive  the  same  love  and  respect 
■which  the  people  give  to  its  officers.  In  the 
United  States,  the  people  are  liable  to  withhold 
that  proper  regard  which  they  should  have  for 
their  civil  officers.  These  men  are  taken  from 
among  the  people.  Before  they  were  elected  to 
Ee 


326  DISTRICT   SCHOOL. 

office,  they  received  no  more  respect  than  any  other 
fellow-citizen ;  and  as  they  were  formerly  con- 
sidered and  estimated  by  the  people,  they  are 
likely  to  be  regarded  while  intrusted  with  their 
office.  But  this  should  not  be  so ;  the  sacredness 
and  majesty  of  the  law  give  its  officers  a  claim  to 
our  respect ;  and  every  man  who  understands  and 
reverences  his  government,  will  transfer  his  respect 
to  those  who  guard  and  administer  it. 

The  universal  practice  of  defaming  candidates 
for  office  will  have  a  tendency  to  make  us  have 
less  respect  for  those  who  are  elected.  We  should 
guard  against  this  influence  by  discriminating  be- 
tween the  true  character,  and  that  which  is  given 
by  party  spirit,  and  by  estimating  the  successful 
candidate  in  connexion  with  the  duties  and  sanctity 
of  the  office.  In  politics,  the  majority  govern ; 
and  he  who  has  the  majority  should,  while  in  office, 
have  the  respect  of  all.  Obedience  to  the  laws 
and  respect  to  civil  officers,  are  the  first  patriotic 
duties  of  every  citizen. 

The  third  duty  which  I  shall  mention  is,  toe 
should  defend  the  laws  and  constitution  of  our  coun- 
try. The  duty  of  defending  the  land  which  we 
love,  may  be  implied  in  the  love  we  bear  to  it. 
But  when  our  fathers,  by  their  "  valour  and  their 
blood,"  gave  us  a  free  government,  they  asked  our 
virtue  and  our  patriotism  to  defend  it.  When  we 
received  this  glorious  boon,  we  promised  to  defend 
it :  and  when  aggression  would  corrupt  or  destroy 
this  consecrated  temple  of  freedom,  it  is  a  duty 


DISTRICT   SCHOOL.  327 

which  we  owe  to  our  fathers  and  ourselves  to  de- 
fend it  with  our  persons,  our  property,  and  our 
lives.  To  think  of  the  invader  of  our  land  and  our 
rights,  is  to  feel  the  duty  of  opposition.  If  we  hear 
that  the  foot  of  an  enemy  has  pressed  our  soil  with 
an  enemy's  purpose,  we  think  of  our  excellent 
frame  of  laws  which  will  be  broken  down ;  of  the 
wild  disorder  and  desolation  that  will  spread  over 
the  land ;  of  the  miseries  of  blood  and  rapine  which 
invasion  will  produce ;  and  of  the  deeper  miseries 
of  slavery  and  oppression  which  conquest  will 
bring ;  these  thoughts,  together  with  the  love  we 
bear  to  our  countrymen  and  our  kindred,  will 
rouse  every  spirit,  and  nerve  every  arm,  and  the 
invader  must  retreat  or  perish. 

We  may  be  assailed  by  the  calumnies  of  rival 
nations,  but  our  defence  in  this  case  should  be  to 
live  in  such  a  manner  that  will  prove  their  asser- 
tions false.  By  wincing  or  retorting,  we  will  give 
importance  to  that  which,  originally,  had  no  claim 
to  our  notice.  Whatever  personal  pique  or  na- 
tional jealousy  may  think  or  write  about  us,  let  it 
be  our  constant  aim  to  present  to  all  the  spectacle 
of  a  free,  intelligent,  high-minded  people.  Let  the 
virtue,  the  liberty,  and  the  prosperity  of  our  coun- 
try defend  the  wisdom  of  its  people,  its  laws,  and 
its  constitution. 

The  citizen,  then,  is  to  ohey  the  laws  and  to  de- 
fend  them.  These  two  duties  relate  to  the  political 
system  that  exists.  He  has  still  one  other  great 
duty,  which  relates  not  to  things  as  they  ar«,  but 


^9  DISTRICT   SCH0OX» 

to  things  as  they  may  he.  He  is  not  to  preserve 
the  present  system  only;  he  is  to  endeavour,  if  it 
require  or  admit  of  improvement  of  any  sort,  to 
render  it  still  more  extensively  useful  to  those  who 
live  under  it,  and  still  more  worthy  of  the  admira- 
tion of  the  world  than,  with  all  its  excellence,  it 
yet  may  be. 

It  is  the  duty  of  every  citizen  to  increase,  to  the 
best  of  his  power,  the  means  of  public  happiness 
in  the  nation :  this  he  should  do  by  every  aid  which 
he  can  give  to  its  external  or  internal  resources ; 
and  especially,  as  the  most  important  of  all  ends> 
by  every  improvement  which  it  would  be  prudent 
to  attempt,  of  any  existing  evils,  in  its  laws  and. 
general  forms  of  polity.. 

The  citizen,  then,  is  not  only  to  admire  the  laws^ 
but  he  is,  to  the  best  of  his  ability,  to  improve  them. 
Every  thing  human  is  more  or  less  imperfect,  and,, 
therefore,  will  always  admit  of  amendment.  And 
he  who  thoroughly  understands  his  government, 
and  sincerely  loves  it,  will,  even  in  the  best  of 
governments,  see  many  deficiencies  to  be  supplied, 
and  many  faults  to  be  corrected.  It  is  the  affec- 
tionate, faithful  duty  of  every  member  of  this  com- 
monwealth to  detect  and  expose  the  errors  of  a 
government,  which  the  highest  wisdom  and  expe- 
rience have  endeavoured  to  perfect.  It  is  not  true 
patriotism  that  would  keep  defects  out  of  sight ; 
nor  is  he  a  true  patriot  who  can  see  nothing  to  be 
improved.  But  while  we  are  performing  the  im- 
portant duty  of  closely  searching  for  the  evils  that 


DISTRICT    SCHOOL.  829 

exist,  we  should  at  the  same  time  remember  that 
it  is  very  easy  to  declaim  against  abuses.  To  find 
fault  with  every  thing,  and  at  any  time,  is  never 
difficult.  Some  do  it  that  they  may  make  a  show 
of  superiority ;  and  others  to  gratify  a  cynical  dis- 
position. It  seems  as  if  some  were  glad  to  find  a 
fault,  that  they  may  have  a  chance  to  round  a  few 
periods  of  abusive  eloquence.  Such  declaimers 
should  be  treated  with  contempt.  But  he  who,  out 
of  love  to  his  country  and  to  his  fellow-men,  pre- 
sents a  deficiency  or  a  defect,  should  have  a  candid, 
respectful  hearing.  No  one  who  loves  the  general 
good,  will  decry  against  men  or  measures,  merely 
to  gratify  his  own  selfish  feelings ;  but  such  a  man 
must  publish  wrongs  and  point  out  evils.  He  does 
it  because  the  happiness  of  man  is  dearer  to  him 
than  the  respect  of  blind  admirers  of  their  country. 

But,  however  honest  we  may  be  in  our  efforts 
to  reform,  we  should  always  act  cautiously :  and 
where  there  is  not  experience  to  consult,  and  a  dif- 
ference of  opinion,  we  should  mistrust  our  judg- 
ments. Sudden  changes  and  rash  innovations  are 
always  to  be  feared.  Blind  zeal  and  hasty  mea- 
sures we  all  have  a  right  to  suspect.  The  true 
patriot,  then,  will  exercise  a  proper  respect  for  the 
laws  and  institutions  that  are,  and  will  attentively 
consider  the  evils  of  a  change,  and  of  the  chances 
for  and  against  him  of  making  the  proposed  altera- 
tion an  extensive,  permanent  amendment. 

Men  are  apt  to  make  changes  under  the  name  of 
reform,  because  they  see  obstacles  to  their  ambt- 
Ee2 


330  DISTRICT    SCHOOTir 

tion  or  avarice.  We  are  very  liable  to  be  deceived 
here.  What  we  wish  to  be  so,  we  easily  believe 
ought  to  be  so.  When  a  statesman  contemplates 
a  change,  and  sees  that  it  will  greatly  improve  his 
own  interest,  it  is  not  very  difficult  to  omit  the 
consideration  of  the  nation's  good  ;  at  least,  argu- 
ments for  the  latter  will  not  occur  so  readily  as 
arguments  for  the  former.  We  need  to  watch  our- 
selves, therefore,  when  we  would  recommend  a 
new  law,  or  an  alteration  in  the  existing  one. 
When  we  act  for  the  public,  let  us  see  that  the 
public  good  is  our  motive. 

We  may  fulfil  the  duty  of  augmenting  the  general 
happiness  of  our  country  by  increasing  its  products. 
He  is  a  benefactor  to  his  country  who  improves  the 
art  of  cultivating  the  soil ;  who  invents  or  brings 
into  general  notice  useful  instruments  of  husbandry  ; 
who  brings  to  greater  perfection  the  different  vari- 
eties of  grain,  and  makes  known  their  most  con- 
genial soil  and  climate.  He  who  makes  two  blades 
of  grass  grow  where  but  one  has  been  raised,  in- 
creases the  means  of  his  country's  happiness.  He 
who  gives  his  leisure  moments  to  tlie  science  of 
mineralogy,  and  by  this  means  discovers  a  mine 
of  coal  or  metallic  ore,  opens  to  his  country  a  source 
of  labour  and  of  wealth  ;  and  they  who  invent 
machinery  for  manufacturing  the  mines  of  the 
earth,  and  the  products  of  the  soil,  are  justly- 
counted  benefactors  of  their  nation.  As  the  pro- 
ducts of  a  nation  are  the  wages  of  the  people,  he 
•who  increases  the  amount  of  labour  by  machinery 


DISTRICT    SCUOOt.  331 

or  skill,  so  as  to  increase  the  products,  will,  in  the 
same  proportion,  increase  the  wealth  of  the  people. 
A  mechanic  may  bless  his  country  by  improving 
his  tools,  his  machinery,  and  the  article  he  manu- 
factures. A  farmer  may  do  a  national  good  by 
improving  the  breed  of  cattle,  and  of  all  kinds  of 
stock,  and  by  enriching  the  soil  be  cultivates.  To 
make  this  increase  and  improvement  in  the  pro- 
ducts of  the  land  is  the  duty,  as  far  as  he  is  able, 
of  every  citizen.  The  nation  gives  him  protection 
and  encouragement  that  he  may  do  so ;  and  in  his 
allegiance  he  promises  to  do  his  duty  and  seek  hi» 
country's  greatest  good. 

We  may  increase  the  happiness  of  our  people  by 
opening  new  markets  for  our  products.  We  have 
some  wants  which  we  cannot  supply,  and  others 
for  which  we  have  more  than  a  supply.  By  ex- 
changing equal  values  with  other  nations,  the  sur- 
plus of  our  products  are  given  for  those  which  we 
could  not  supply  ourselves ;  or  else  the  surplus  is 
exchanged  for  money,  which,  having  a  common 
value,  may  be  given  for  any  required  necessary  of 
life.  Now,  he  who  opens  a  new  market  where 
the  raw  materials  and  manufactures  which  remain 
after  our  wants  are  supplied,  may  be  exchanged 
for  money  or  the  necessaries  of  life,  has  increased 
the  labour  and  the  wealth  of  his  country.  Wo 
may  open  new  markets  at  home  by  increasing  the 
consumption  with  new  manufactories.  By  these 
noble,  national  enterprises,  every  citizen  may  be  a 
patron  and  a  blesser  of  his  country  ;  and  a  man  is 


332  DrSTRICT   SCHOOL. 

obligated  to  do  not  only  what  is  right,  but  all  that 
he  can  do. 

We  may  increase  our  country's  strength  and 
wealth  by  facilitating  the  intercourse  between  dis- 
tricts. The  projection  and  execution  of  canals  and 
rail-roads,  making  rivers  navigable,  and  opening 
highways  between  important  locations,  increases 
the  value  of  the  lands,  and  unites  the  strength  of  a 
nation.  The  prosperity  of  a  country  depends  as 
much  upon  the  rapidity  and  cheapness  of  its  inland 
conveyance,  as  it  does  upon  its  good  soil  and  safe 
harbours.  When  the  transportation  is  cheap  and 
regular,  remote  districts  enjoy  the  advantages  of 
home  and  foreign  markets  ;  by  this  means  they  are 
placed  by  the  side  of  seaport  towns.  To  facilitate 
intercourse  where  the  lands  are  as  distant  as  they 
are  in  the  United  States,  is  a  very  important  duty, 
and  one  that  every  citizen  owes  to  the  prosperity 
of  his  country. 

Another  benevolent  and  patriotic  duty  of  citizens 
is  the  establishment  of  institutions  of  charity  and 
instruction.  Institutions  like  these  are  the  fairest 
ornaments  of  the  land  ;  and  the  founder  of  them  is 
entitled  to  the  lasting  gratitude  of  nations.  In  the 
United  States,  the  literary  institutions  are  the 
sources  and  the  depositories  of  liberty ;  and  the 
charitable  institutions  of  this  republic — the  asylum 
of  a  world — are  the  resting  places  and  the  home 
of  the  destitute  and  the  helpless  of  every  nation. 
He  who  founds  a  school  of  instruction,  establishes 
the  liberty  of  his  country ;  and  he  who  educates 


DISTRICT   SCHOOL.  33S 

the  people,  makes  them  free.  Those  who  have 
enhghtened  mankind,  and  diffused  useful  know- 
ledge through  the  whole  mass  of  the  people,  have 
been  the  greatest  philanthropists  of  their  race,  for 
I  know  of  no  benevolence  so  exalted  as  that  which 
pours  light  and  truth  into  the  immortal  mind. 

He  who  wishes  his  country  to  take  a  high  stand- 
ing among  the  nations  of  the  earth ;  he  who  wishes 
for  the  growing  improvement  and  prosperity  of  his 
countrymen  ;  and  he  who  wishes  the  perpetuity  of 
this  glorious  example  of  liberty  and  self-govern- 
ment, will  desire  to  do  all  in  his  power  to  educate 
the  people.  We  may  serve  our  country  by  defend- 
ing her  constitution,  by  fighting  her  battles,  and  by 
contributing  to  her  revenues ;  but  never  do  we 
serve  her  so  nobly  and  so  effectually  as  we  do 
when  we  educate  her  people.  The  enhghtened  man 
makes  the  laws  his  slaves  under  him ;  but  the  ig- 
norant man  is  a  slave  under  the  laws.  Intelligent 
men  and  freemen  are  always  synonymous ; — they 
always  have  and  always  will  signify  the  same 
thing.  Then,  let  those  who  would  serve  their 
country  in  the  highest  and  noblest  capacity  which 
they  can  have,  see  that  the  education  and  the  litera- 
ture of  their  country  is  supported  and  encouraged. 

It  is  the  duty  of  citizens  to  be  able  and  disposed 
to  correct  the  errors  which  exist  in  the  systems  of 
government.  Experience,  where  there  is  proper 
observation  and  reflection,  is  a  constant  teacher. 
That  which  appeared  wise  in  theory  yesterday, 
may,  by  trying  its  application,  appear  inexpedient 


334  DISTKICT   SCHOOL. 

in  practice  to-morrow.  The  law  that  looked  just 
and  benevolent  in  the  abstract,  may,  when  meeting 
with  the  relations  of  other  laws,  be  found  unsuitable 
in  practice;  and  laws  which  have  received  the 
approval  of  those  who  obey,  may,  under  a  change 
of  circumstances,  be  found  oppressive.  It  is  the 
duty,  therefore,  of  citizens  to  correct  the  errors 
which  ignorance,  or  inexperience,  or  change  of 
circumstances  have  occasioned.  As  long  as  the 
machinery  of  government  is  a  human  construction, 
there  will  be  errors  in  it,  and  it  is  the  duty  of  men  to 
watch  the  effect  of  experience,  and  detect  that  which 
may  be  pernicious,  and  succour  that  which  is  found 
beneficial.  By  this  means  we  may  do  much  to 
augment  the  general  happiness.  He  who  exposes 
a  bad  law,  and  proposes  a  good  one  in  its  stead, 
presents  a  valuable  offering  to  society.  A  wise 
law  may  do  more  good  to  a  nation  than  all  its  in- 
dividual benevolence.  It  may  prevent  evils  and 
confer  blessings  which  will  place  its  author  among 
the  benefactors  of  his  age. 

Citizens  may  increase  the  general  happiness  of 
their  country,  hy  adapting  their  form  of  govern- 
ment to  the  condition  and  character  of  the  people. 
Man  is  a  mutable  being.  Our  motives,  purposes, 
objects  of  affection,  and  views  of  life,  are  the  sub- 
jects of  a  continued  change.  The  principle  of  mu- 
tation runs  not  only  through  the  life  of  each  indi- 
vidual, but  through  the  whole  spirit  and  genius  of 
nations.  What  was  applauded  and  reverenced 
yesterday,  is  despised  to-day.    Such  is  the  fluctua' 


DISTRICT   SCHOOL.  335 

tion  of  feeling,  and  the  transitoriness  of  opinion. 
Now,  that  is  the  best  government  which  is  best 
adapted  to  the  feelings,  education,  and  circum- 
stances of  its  subjects.  When  the  people  become 
different,  their  government  should  become  different. 
The  influence  of  the  laws  should  be  such  as  to  assist 
a  good  change,  or  check  a  bad  one.  And  as  the 
people  are  constantly  varying,  the  laws  will  re- 
quire a  corresponding  modification.  He  who  sees 
these  mutations  in  the  people,  and  the  influence  of 
the  existing  government,  will  know  whether  they 
are  adapted  to  each  other  or  not :  and  if  he  per- 
ceives an  unsuitableness  in  the  one  to  the  other, 
he  will  confer  a  blessing  on  the  nation  by  making 
the  incongruity  known. 

And,  lastly,  we  may  augment  the  general  hap- 
piness of  our  country,  by  making  ourselves  virtuous 
and  intelligent.  To  perform  this  duty,  is  to  pre- 
pare ourselves  for  every  other  one;  and  every 
citizen  of  a  free  government  is  under  a  legal  and 
a  moral  obligation  to  become  intelligent  enough  to 
make  his  laws,  and  virtuous  enough  to  obey  them. 
In  this  country,  knowledge  is  brought  to  the  door  of 
every  man ;  means  of  useful  information  may  be 
used  by  all,  for  every  encouragement  is  given  to 
our  citizens  that  they  may  "  inform  the  head  and 
improve  the  heart."  To  improve  ourselves  that 
we  may  enlighten  others,  and  to  lead  a  moral  and 
a  religious  life  that  we  may  be  a  good  example  to 
others,  is  a  duty  which  every  man  owes  to  his 
fellow-men ;  but  how  emphatically  is  it  the  duty 


336  DISTRICT   SCHOOL. 

of  freemen !  We  do  not  give  our  country  liberty 
by  giving  it  just  and  equal  laws,  but  by  giving  it 
intellectual  and  religious  instruction ;  neither  do 
we  give  our  country  greatness  and  happiness  by 
giving  it  a  free  constitution,  but  by  giving  the 
whole  people  mental  and  moral  light.  Then,  if 
we  would  perpetuate  our  country's  happiness  and 
liberty,  we  must  make  ourselves  intellectual  and 
moral  instructers.  If  we  would  be  patriotic  citi- 
aens,  we  must  be  well-informed,  religious  men. 


i 


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PUBLISHED  BY  HARPER  &  BROTHERS 

NO.    82    CLIFF-STRKET,    NBW-YORK  ; 
AND  SOLD  BY  TUB  PRINCIPAL  BOOKSBLLBR*  THROUOHOnT  TBB  U.8TATB9. 


The  worKs  included  in  this  Catalogue  are  for  the  most  part  of  a 
standard  character,  and  from  the  great  and  permanent  importance  as 
well  as  interest  of  the  subject  matter,  and  the  acknowleoged  ability 
with  which  they  are  written,  are  believed  to  present  strong  claims  to 
universal  circulation  and  long-continued  regard  and  jx)pularity. 
There  is  nothing  ephemeral  in  their  character,  for  the  foundation  of 
their  excellence  is  laid,  not  upon  transitory  opinions,  feelings,  or  modes 
of  thought,  but  upon  established  facts,  demonstrations,  and  the  un- 
changing principles  of  mental  and  physical  inquiry.  In  order  to  bring 
them  within  the  means  and  inclinaticm  of  the  great  body  of  readers, 
they  have  been  printed  generally  in  the  most  economical  form  con- 
sistent with  accuracy,  neatness,  and  durability ;  and  while  it  has  been 
the  study  of  the  publishers  to  attain  compactness  and  convenience 
of  size,  care  has  been  taken  in  the  selection  of  type  and  paper  to 
make  their  perusal  easy  and  agreeable  to  readers  of  all  ages. 

Those  who  are  familiar  with  the  current  literature  of  the  day  must 
be  aware  that  most  of  these  productions  have  received  the  highest 
commendations  on  the  score  of  utility  and  general  merit,  as  well  as 
for  their  extraordinary  cheapness,  from  the  various  respectable  re^ 
views  both  in  this  country  and  England.  Numerous  testimonials 
from  the  first  critical  authorities  might  be  adduced  ;  but  to  avoid  pro- 
lixity, the  pubUshers  have  thought  it  best  to  omit  all  recommendations 
in  tlie  Catalogue,  and  only  to  insert  for  the  information  of  purchasers 
a  short  description  of  the  principal  work^,  with  a  brief  analysis  of 
their  peculiar  and  respective  merits. 


HARPER'S    FAMILY   LIBRARY. 


Nos.  1, 2,  3.  Milraan's  History 

of  the  Jews.    With  plates    3  v. 
4, 5.  Lockhart'8  Life  of  Napo- 
leon Bonaparte.    Plates..  2v. 

6.  Southey's  Life  of  Nelson  1  v. 

7.  Williams's  Life  of  Alexan- 
der the  Great.     Plates 1  v. 

8.  Natural  History- of  Insects  1  v. 

9.  Gait's  Life  of  Lord  Byron  1  v. 

10.  Bitsh's  Life  of  Mohammed  I  v. 

11.  Scott  on  Demonology  and 
Witchcraft.     Plate 1  v. 

13.  13.  Gleig's  Bible  History. .  2  v. 

14.  Discovery   and  Adventure 

m  the  Polar  Seas,  &c 1  v. 

15.  Croly's  Life  of  George  IV.  1  v. 

16.  Discovery 'and  Adventure 

in  Africa.     Engravings  . .   1  v. 

17, 18, 19.  Cunningham's  Lives 
of  Painters,  Sculptors,  &c.  3  v. 

SO.  James's  History  of  Chiv- 
alry and  the  Crusades  ...  It. 

31,22.  Bell's  Life  of  Mary 
Queen  of  Scots.     Portrait  2  v. 

83.  Russell's  Ancient  and  Mod- 
em Egypt.    With  plates. .  I  v. 

94.  Fletcher's  History  Poland  1  v. 

95.  Smith's  Festivals,  Games, 
and  Amusements 1  v. 

26.  Brewster's  Life  of  Sir  Isaac 

Newton.     With  plates. . .   1  v. 

37.  Russell's  Palestine,  or  the 
Holy  Land.    With  Plates  1  v. 

28.  Memes's  Memoirs  of  Em- 
press Josephine.    Plates..  Iv. 

39.  The  Court  and  Camp  of 
Bonaparte.     With  plates  1  v. 

30.  Lives  of  Early  Navigators  I  v. 

31.  Description  of  Pitcairn's 
Island,  &c.   Engravings. .  1  v. 

32.  Turner's  Sacred  History. .  Iv. 
33, 34.  Memoirs  of  celebrated 

Female  Sovereigns 2  v. 

35, 36.  Landers'  Africa 3  v. 


37.  Abercrombie  on  the  Intel- 
lectual Powers,  &c 1  ▼. 

38,  40.  Celebrated  Travellers  3  » 
41, 42.  Life  of  Frederic  11.  King 

of  Prussia.     Portrait 2  v. 

43,  44.  Sketches  from  Venetian 

History.  With  plates...  2t. 
45,  46.  Thatcher's  Indian  Lives  2  v. 
47,48,49.  History  of  India...  3  v. 

50.  Brewster's  Letters  on  Nat- 
ural Magic.    Engravings-  It. 

51,  52.  History  of  Ireland 2  v. 

53.  Discoveries  on  the  North 

em  Coasts  of  America  • . .     It. 

54.  Humboldt's  Travels It. 

55.  56.  Euler's  Letters  on  Nat- 

ural Philosophy 2  t. 

57.  Mudie's  Guide  to  the  Ob- 
servation of  Nature 1  v. 

58.  Abercrombie  on  the  Philos- 
ophy ofthe  Moral  Feelings  1  v. 

59.  Dick  on  the  Improvement 

of  Society,  Education,  <fec.  1  v. 

60.  James'  Life  of  Chariemagne  1  v. 

61.  Nubia  and  Abyssinia 1  v. 

62.  63.  Life  of  Cromwell 2  v. 

64,  Montgomery's  Lectures  . .  1  v. 

65,  Peter  the  Great It. 

66,67.  Eminent  Painters St. 

68,69.  History  of  Arabia 2  v. 

70.  History  of  Persia  1  v. 

71.  Combe's  Physiology I  v. 

CLASSICAL  SERIES. 
1,2.  Xenophon.  (Anabasis  and 

Cyropaedia.)    Portrait 2r. 

3,4.  Leland's  Demosthenes..  2 v. 
5.  Rose's  Sallust.  Portrait..  It. 
6,7.  CsEsar's  Commentaries..  2 v. 

8,9,10.  Cicero.    Portrait 3  v. 

11,12.  Virgil.    Portrait 8t. 

13.  jEschylus 1  v. 

14.  Sophocles    1  v. 

115,16.  Euripides 2  v. 


Stieological  3Ltbrars. 

1.  Life  of  Wiclif. 1  v.  13,4.  Lifeof  Luther It. 

8.  Consistency  of  Revelation.  It.  |  5,  6.  Life  of  Cranmer   2t. 


1.  Lives  of  the  Apostles,  &.c.  1  v. 

8,3.  Swiss  Family  Robinson. .  2  v. 

4.  Snnday  Evenings,  1st  vol.  1  v. 

6.  Son  of  a  Genius 1  v. 

6.  UnclePhilip'sConversations  Iv. 

7,  8.  Indian  Traits 2  v. 

9,10,  11.  American  History. .  3t. 

12.  Young  Crusoe — 

13.  Sunday  Evenings,  2d  vo! 


38os's  anlJ  ffiCtrs  Hibrat^. 

14.  Perils  of  the  Sea 1  t- 

15.  Female  Biography It 

16.  Caroline  Westerley It. 

17.  Clergyman's   Orphan 1  t. 

18.  Sunday  Evenings,  last  vol.  It. 

19.  Ornaments  Discovered  ..It. 
20  Uncle  Philip.  Christianity  1  t. 

I  V.  I  21.  Uncle  Philip's  Virginia. . .  1  v. 
1  V.  I  22.  Uncle  Philip  on  Trees —   It. 


VALUABLE    WORKS* 

PVBnSHBD    BT 

N  E  W-Y  O  RK. 


^HE  HISTORY  OF  THE 
DECLINE  AND  FALL  OF 
THE  ROMAN  EMPIRE.  By 
Edward  Gibbon,  Esq.  Com- 
plete in  4  vols.  8vo.     Maps,  &c. 

ThU  Slereolyped  Edition  of  Gibbon's  Rome  u 
well  printed  od  a  ptwd  sized  type,  and  contains 
tbe  necessary  Engravings,  and  is,  in  all  re- 
tpects,  ptrfect.  These  facts  are  slated^  because 
movt  of  tbe  London  ediiioi»  now  offered  for 
sale  in  this  country  are  without  tbe  oecessalT 
Maps,  Itc. ,  and  are  printed  on  a  type  so  small 
that  it  is  injurioos  to  tbe  eyes  1o  read  them. 
Yet,  with  all  these  disadvantages,  they  are  sold 
at  a  higtter  price  than  this  American  edition. 

THE  HISTORY  OF  MOD- 
ERN EUROPE  ;  with  a  View 
of  the  Progress  of  Society,  from 
the  Rise  of  the  Modem  King- 
doms to  the  Peace  of  Paris,  in 
1763.  By  William  Russell, 
LL.D.  :  and  a  Continuation  of 
the  Historj'  to  the  Present  Time, 
by  William  Jones,  Esq.  With 
Annotations  by  an  American. 
In  3  vols.  8vo.     Engravings. 


THE  HISTORY  OF  THE 
DISCOVERY  AND  SET- 
TLEMENT OF  AMERICA. 
By  William  Robertson,  D.D. 
With  an  Account  of  liis  Life 
and  Writings.  To  which  are 
added,  Questions  for  the  Exam- 
ination of  Students.  By  John 
Frost,  A.M.  In  1  vol.  8vo. 
With  a  Portrait  and  Engravings. 

THE  HISTORY  OF  THE 
REIGN  OF  THE  EMPEROR 
CHARLES  V.  With  a  View 
t)f  the  Progress  of   Society  in 


Europe,  from  the  Subversion  of 
the  Roman  Emphe  to  the  Be- 
ginning of  the  Sixteenth  Cen- 
tury. By  vViLLiA.M  Robert- 
son, D.D.  To  which  are  added. 
Questions  for  the  Exaimination 
of  Students.  By  John  Fkost, 
A.M.  Complete  in  1  vol.  8to. 
With  Engravings. 


THE  HISTORY  OF 
SCOTLAND,  during  the 
Reigns  of  Queen  Mary  and  of 
King  James  VI.,  till  his  Acces- 
sion to  the  Crown  of  England. 
With  a  Review  of  the  Scottish 
History  previous  to  that  period. 
To  which  is  affixed 

AN  HISTORICAL  DIS- 
QUISITION CONCERNING 
THE  KNOWLEDGE  THE 
ANCIENTS  HAD  OF  IN- 
DIA ;  and  the  Progress  of  Trade 
with  that  Country  prior  to  the 
Discovery  of  the  Passage  to 
it  by  the  Cape  of  Good 
Hope.  With  an  Appendix, 
containing  Observations  on  the 
Civil  Policy,  the  Laws  and  Ju- 
dicial P*roceedings,  the  Arts, 
the  Sciences,  and  Religious  In- 
stitutions of  the  Indians.  By 
William  Robertson,  D.D. 
Complete  in  1  vol.  8vo.  With 
Engravings. 

No  library,  public  or  private,  should  be  i?e«- 
titute  of  the  historical  works  of  Gibbon,  Rob- 
ertson, and  Russell.  The  above  editions  ar? 
printed  and  bound  uniformly,  and  contain  IW 
Dcceasary  Imlexes,  >&ps,  kjt. 


Works  Published  by  Harper  <f*  Brothers, 


THE  HISTORY  OF  THE 
JEWS.  From  the  Earliest 
Period  to  the  Present  Time. 
By  the  Rev.  H.  H.  Mllman.  In 
3  vols.  18mo,  With  Maps  and 
Engravings. 

Until  !he  appearance  of  Professor  Milman** 
admirable  woiiCf  there  was  do  History  or  the 
Jews,  deserving  of  the  Dome,  ezcepi  that  of  Jo- 
tephus;  and  be  lived  at  a  period  loo  remnie, 
and  too  limited  in  its  knowledge,  to  enable  him 
to  do  justice  to  the  subject-  The  notices  to  be 
found  ill  various  UniTemJ  Histories  are  mea^r 
and  unsatisfactory ;  and  a  narrative  at  once 
Christian  and  liberal  in  its  tone,  spirited  and 
ele|:ant  in  its  1an^ua§e,  and  adequately  depict- 
ing the  manners,  wars,  religion,  and  policy  of 
the  most  remarkable  of  nations,  was  still  want* 
ing.  The  nature  of  the  present  work  ii  strictly 
historical — not  theological— yet  it  elucidates 
many  obscure  passage*  in  the  Old  Testament, 
employa  with  great  ekill  the  casual  evidence  of 
heaihen  writers,  and  throws  new  light  on  the 
macnen  and  customs  of  the  Hebrews  by  ^- 
quent  references  to  the  pages  of   the   oldest 


LETTERS  ON  DEMON- 
OLOGY  AND  WITCH- 
CRAFT. By  Sir  Walter 
Scott,  Bart.  18mo.  With  an 
Engraving. 

This  is  a  very  cnrions  and  interesting  work, 
con'aining  as  it  does  the  results  of  much  thought 
and  greit  research  upon  one  of  the  most  exciting 
topics  of  human  inquiry.  Most  of  Sir  Waller 
Scott's  unrivalled  novels  betray  the  predilection 
for  the  supernatural  with  which  his  mind  was 
tinged,  and  the  exreut  of  his  reading  in  works 
which  trtal  of  "  the  history  of  that  dark  chap- 
ter of  human  nature**  to  which  this  volume  is 
devoted.  In  it  he  has  laid  open  the  stores  of  his 
memory,  and  strikingly  condensed  and  eluci- 
dated the  subject ;  in  many  cases  explaining,  by 
most  in^nious  lbeorie«,  occurrences  wh'ch 
seem  to  lie  beyond  (be  boundaries  of  natural 
action. 


HISTORY  OF  CHIVAL- 
RY AND  THE  CRUSADES. 
By  G.  P.  R.  James,  Esq.   18mo. 

With  Engravings. 

No  modem  writer  is,  perhaps,  so  well  quali- 
fied to  write  upon  this  subject  as  the  author  of 
"  Richelieu,"  and  of  the  "  Life  and  Times  of 
Charlema^e;*"  unquestionably,  since  the  death 
of  Sir  Walter  Scott,  the  best-informed  historical 
antiquary  of  the  age.  The  present  wor*  con- 
tains, in  a  small  compass,  3.  cl'^r  and  concise 
account  of  that  celebrated  ins'ltutinn  which, 
in  process  of  time,  became  the  foundation 
of  ine  modem  European  systems  of  govern- 
ment and  jurisprudence,  with  a  vivid  descrip- 
Iton  of  those  aruazing  ebullitions  of  national  en- 
thusiasm which  poured  such  immense  mnlti- 
todes  of  wailike  pilgrims  upon  the  plains  of 
Asia,  and  produced  mch  extraordinary  changes 
in  the  condi'ion  of  mankind.  The  work  is 
eminently  curious,  iateresting,  learned,  and 
philosophical. 


NARRATIVE  OF  DIS- 
COVERY AND  ADVEN- 
TURE IN  AFRICA.  From 
the  Earliest  Ages  to  the  Pres- 
ent Time.  With  Illustrations 
of  its  Geology,  Mineralogy, 
and  Zoology.  By  Professor 
Jameson,  and  Jamks  Wilson 
and  Hugh  Murray,  Esqrs. 
18mo.     Map  and  EngravmgB. 

In  this  volume  is  recorded  every  thing  that  is 
known  f.f  the  interior  of  that  dangerous  conti- 
nent, which  has  been  for  so  many  ages  a  terra 
incognita,  and  proved  the  grave  of  so  many  en- 
terprising travellers,  except  what  has  been  re- 
vealed to  us  bv  the  recent  mvestigaiions  of  John 
and  Richard  Lander.  The  pian  of  the  work 
consists  of  condensed  abstracts  of  the  narratives 
of  all  the  modem  African  travellers,  in  which 
every  thing  important  or  interesting  is  pre- 
served, while  the  unessential  details  have  been 
so  abbreviated  as  to  bring  the  substance  of  each 
account  withm  convenient  limits. 

NARRATIVE  OF  DIS- 
COVERY  AND  ADVEN- 
TURE IN  THE  POLAR 
SEAS  AND  REGIONS.  With 
Illustrations  of  their  Climate, 
Geology,  and  Natural  History, 
and  an  Account  of  the  WTiale- 
Fishery.  By  Professors  Les- 
lie and  Jameson,  and  Hugh 
Murray,  Esq.  ISmo.  Maps,&:c. 

No  person's  education  can  be  considered  com- 
plete without  a  certain  degree  of  attention  to 
the  most  recent  improvements  ai>d  discoveries 
in  every  branch  of  science.  In  none  have 
greater  advances  be«n  made,  in  the  present 
century,  than  in  geography  and  the  knowledee 
of  the  earth  which  we  inhabit ;  the  Polar  Seas 
and  Regions  have  been  most  fertile  tn  r«%ul!s 
throii3;h  the  enterprise  and  perseverance  of  a 
Ross,  a  Franklin,  and  a  Parry,  and  this  work, 
in  which  their  investigations  are  described,  is 
one  of  most  interesting  and  instructive  character. 


PALESTINE,  OR  THE 
HOLY  LAND.  From  the 
Earliest  Period  to  the  Present 
Time.  By  the  Rev.  M.  Rus- 
SPLL,  LL.D.  18mo.  With  a 
Map  and  Engiavings. 

The  early  History  of  that  most  interesting 
portion  of  tne^obe— the  theatre  of  t how  won- 
derful events  from  which  our  religion  is  derived 
— as  well  as  its  present  state,  is  described  in  Uiis 
volume  with  the  greatest  accuracy.  The  places 
of  many  of  the  tncidens  recorded  in  the  Bible 
are  poinded  nut,  and  the  changes  that  have  oc* 
curred  in  the  lapse  of  ages  are  carefully  delin- 
eated.  The  work  may  be  read  wtib  advantags 
in  connexion  with  the  Sacred  History,  which  it 
confirms  and  illustrates. 


Works  Published  by  Harper  ^  Brothers. 


A  VIEW  OF  ANCIENT 
AND  MODERN  EGYPT. 
With  an  Outline  of  its  Natural 
History.  By  the  Rev.  M.  Rus- 
sell, "LL.D.  18mo.  With  a 
Map  and  Engravings. 

In  this  volume  is  contained  a  distinct  and 
well  arranged  account  of  all  that  i«  known  wiih 
certainty  respecting  the  ancient  history,  as  well 
as  the  present  condition,  of  'hat  extraortlinary 
country,  whose  antiquity  baffles  the  research  of 
the  most  pereevering  explorers,  and  to  which 
both  Rome  and  Greece  were  indebted  for  at 
least  the  rudiments  of  those  arts  and  sciences 
which  were  brought  in  them  to  such  perfection. 
The  stupendous  remains  of  Egyptian  architect- 
ure, and  l^e  treasures  of  knowledge  tliat  still 
remai  n  locked  up  in  the  far-famed  hieroglyphics, 
have  long  eneagcd  t!ie  attention  of  the  most  _ac- 
eomplished  scholars,  and  every  thing  relating 
to  them  and  the  land  in  which  they  exist  is  in 
the  highest  degree  interating  to  the  inquiring 
luiod. 

HISTORY  OF  POLAND. 

From  the  Earliest  Period  to 
the  Present  Time.  By  James 
Fletcher,  Esq.  With  a  Nar- 
rative of  the  Recent  Events, 
obtained  from  a  Pohsh  Patriot 
Nobleman.  18mo.  With  a 
Portrait  of  Kosciusko. 

The  recent  unsuccessful  eiFort  of  the  gallant 
and  unfortuuatc  Poles  to  break  their  yoke  of 
bondage  has  fixed  the  attention  and  awakened 
tlie  sympathies  of  every  lover  of  freedom  and 
every  friend  to  humanity.  Thewriier  of  this 
histoT}'  has  brought  to  his  undertaking  much 
iavning,  great  industry  and  patience  in  re- 
•eareh,  and  the  mos'  uobtAssed  candour  The 
Tolume  i«  full  of  interest  and  useful  informa- 
tion, drawn  from  an  imman&e  variety  of  sources, 
many  of  which  are  not  accessible  to  the  man 
of  readers,  particularly  in  America. 

FESTIVALS,  GAMES, 

AND  AMUSEMENTS.  An- 
cient and  Modern.  By  Hora- 
tio Smith,  Esq.  18mo.  With 
Additions,  by  Samuel  Wood- 
worth,  Esq.,  of  New- York. 

"  Laws,  institutions,  empires  pass  away  and 
are  forgotten,  but  the  diversions  of  a  [jeople, 
being  commonly  JnJerwoven  with  some  immu- 
table element  of  the  general  feeling,  or  perpetu- 
ated by  circunistaflccs  of  climate  and  locality, 
will  frequently  survive  when  every  other  na- 
tional pecnliarity  has  worn  itself  out  and  fallen 
into  oblivion."  This  extract  shows  the  spirit 
in  which  this  captivating  volume  was  de- 
signed, and  its  pretensions  lo  utility.  The  in- 
formation imbodied  in  its  pages  is  cnriousand 
extensive,  and  not  the  least  atiractive  portion  is 
the  account  of  the  amusements,  kc  peculiar  lo 
different  sections  of  the  United  States,  added  by 
Mr.  Woodtrorth. 


HISTORY  OF  THE  BI- 
BLE.  By  the  Rev.  G.  R. 
Gleig.  In2  vols.  18mo.  With 
a  Map  of  Palestine. 

These  volumes  do  not,  as  from  the  titls  one 
might  imagine,  contain  merely  an  account  of 
the  urigin  and  contents  of  the  Sacred  Volume  ; 
the  object  of  the  writer  bss  extended  far  be- 
yond this.  He  has  pmduced,  perhaps,  the 
most  e)al>orate  and  able  examination  of  the  Ta- 
rious  objections  urged  against  the  Scriptures 
that  has  ever  t'cen  writen;  and,  at  the  same 
time,  one  of  the  clearest  and  most  satisfactory 
expositionsof  the  whole  Bible,  not  onlyasthc 
foundation  of  our  faith,  but  also  as  a  history. 
In  the  performance  of  his  task,  Mr.  Gleig  has 
exhibited  equal  piety  and  learning,  and  bis  work 
is  calculated  to  facilitate  to  a  remarkable  degree 
both  the  comprehension  and  enjoyment  of  tb* 
inspired  writings. 


HISTORICAL  AND  DE- 
SCRIPTIVE ACCOUNT  OF 
BRITISH  INDIA ;  from  the 
most  Remote  Period  to  the 
Present  Time.  Including  a 
Narrative  of  the  early  Portu- 
guese and  English  Voyages,  the 
Revolutions  in  the  Mogul  Em- 
pire, and  the  Origin,  Progress, 
and  Establishment  of  the  Brit- 
ish Power  ;  with  Illustrations 
of  the  Zoology,  Botany,  Cli- 
mate, Geology,  and  Mineral- 
ogy. By  HoGH  Mdrray,  Esq., 
James  Wilson,  Esq.,  R.  K. 
Grevillk,  LL.D.,  Whitelaw 
AiNSLiE,  M.D.,  Wm.  Rhind, 
Esq.,  Prof.JAMEsoN,  Prof.WAL- 
LACE,  and  Captain  Clarence 
Dalrymple.  In  3  vols.  18mo. 
With  a  Map  and  Engravings. 

A  hiitory  of  India  id  a  conveaient  fonn,  and 
in  au  easy  and  familiar  style,  has  Inng  been  con- 
sidered a  desideratum.  This  work  commences 
with  tile  early  annals  of  the  Hindoos,  traces  the 
progress  and  decline  of  the  Mohammedan 
power,  and  brings  the  history  of  the  British  do- 
minion in  India  down  to  the  time  of  the  perma- 
nent establishment  of  the  India  Company  and 
the  foundation  of  that  stupendous  empire.  It  is 
divided  into  department*  comprising  the  his- 
tory, literature,  arts^  and   manners  of  the  Hii 


doos,  and  a  description  of  the  country,  its  cli- 
mate, soil,  diseases,  productions,  and  natural 
features ;  these  departments  have  been  com- 
mitted to  distinct  writers  of  eminence,  and  fully 
qualified  to  treat  of  them  with  distinguished 
al>ility,  and  the  result  has  been  the  production 
of  a  body  of  accurate  and  complete  information, 
such  as  IS  not  to  tie  found  collected  in  any  otlier 
<rerk  ia  the  English  Un{va{e. 


Works  Published  hy  Harper  4"  Brothers. 


SACRED  HISTORY  OF 
THE  WORLD,  as  displayed 
in  the  Creation  and  subsequent 
Events  to  the  Deluge.  At- 
tempted to  be  philosophically 
considered,  in  a  Series  of  Let- 
ters to  a  Son.  By  Shakon 
Turner,  F.S.A.     18mo. 

To  exhibit  the  Divine  Mind  in  connexion 
with  the  production  and  preservation,  and  with 
the  laws  and  agencies  of  visible  nature,  and  to 
lead  the  inquirer  to  perceive  the  clear  and  uni- 
versal distinction  which  prevails  between  the 
material  and  immaterial  substances  in  our 
^ortd,  both  in  their  phenomena  and  their  prin- 
ciples, is  the  main  object  of  this  admirable  vol- 
ume. In  it  l«li?ious  and  scientific  ins'ruction 
are  skilfully  and  strikingly  blended,  and  facts 
and  principles  are  so  made  to  illustrate  each 
other  that  the  mind  and  heart  are  equally  im- 
proved by.  its  perusal,  and  the  cause  of  science 
UL  as  it  were,  identified  with  that  oC  relirion. 
llie  information  contained  in  it  chiefly  relates 
to  Natural  History,  and  it  is  extremely  copious, 
accurate,  and  interesting,  while  the  reflections 
are  eminent  for  their  depth,  wisdom,  and 
piety. 


HISTORY  OF  IRELAND. 
From  the  Anglo-Norman  Inva- 
sion till  the  Union  of  the  Coun- 
try with  Great  Britain.  By  W. 
C.  Taylor,  Esq.  With  Ad- 
ditions. By  WuLLiAM  Samp- 
son, Esq.  In  2  vols.  18mo. 
With  Engravings. 

Before  its  republication,  this  work. was  sub- 
nitted  for  examination  to  several  gentlemen 
resident  in  New -York,  natives,  or  the  descend- 
ants of  natives,  of  the  country  whose  history  it 
contains,  and  distinguished  for  their  attachment 
to  the  unhappy  land  to  which  they  trace  their 
origin,  and  for  their  talents  and  acquirements. 
Their  opinion  was  unanimous,  and  highly 
favourable,  and  each  of  them  expressed  in 
strong  terms  the  pleasure  it  would  aflord  him  to 
•ee  republished  in  the  United  States  a  work  so 
fair,  so  copious,  and  so  accurate.  The  public  at 
lar^e  has  confirmed  their  sentence,  ajd  stamped 
this  history  with  the  seal  of  approbation.  The 
value  of  the  history  as  originally  published  has 
been  greatly  enhanced  by  the  additions  of  Wil- 
liam Sampson,  Esq.,  whose  reputation  is  too 
well  known  in  the  country  of  his  adoption  to 
require  eulogy. 

HISTORICAL  VIEW  OF 
THE  PROGRESS  OF  DIS- 
COVERY ON  THE  MORE 
NORTHERN  COASTS  OF 
NORTH  AMERICA.  From 
the  Earliest  Period  to  the  Pres- 
ent Time.     By  P.  F.  Tytler, 


Esq.  With  Descriptive  Sketch- 
es of  the  Natural  History  of 
the  North  American  Regions. 
By  Professor  Wilson.  18mo. 
With  a  Map  and  Engravings. 

Among  the  most  remarkable  occorrenees  of 
the  nineteenth  century  are  the  various  expedi- 
tions of  discovery  to  the  northern  coasts  of  the 
western  continent,  so  important,  although  not 
perfectly  satisfactory  in  their  results.  In  no 
other  portion  of  the  earth's  surface  has  the  navi- 
gator to  contend  with  snch  formidable  difficul- 
ties, and  in  none  does  he  behold  so  peculiar  an 
aspect  of  nature,— it  follows,  therefore,  of 
course,  that  expeditions  to  no  other  part  of  the 
world  furnish  to  the  historian  such  ample  and 
interesting  materials.  The  present  volume  ex- 
hibits a  full  and  accurate  view  of  all  that  is  im- 
portant in  modern  knowledge  of  the  mmt  re- 
niote  territories  of  North  America,  and  may  be 
considered  as  forming  a  sequel  to  the  "  Polar 
Seas  and  Regions,"  and  as  furnishing  all  that 
was  wanting  to  a  complete  account  of  the  whole 
series  of  uortherB  discoveries  by  land  and 
water. 


HISTORY  OF  CHARLE- 
MAGNE. To  which  is  pre- 
fixed an  Introduction,  compris- 
ing the  History  of  France  from 
the  Earliest  Period  to  the  Birth 
of  Charlemagne.  By  G.  P.  R. 
Jambs,  Esq.  18mo.  With  a 
Portrait. 

The  age  of  Charlemagne  may  be  considered 
as  the  period  to  which  the  origin  of  most  of  the 
nations  of  Europe,  as  thev  at  present  exist,  can 
alone  be  traced  with  sufficient  cerlainTr,— be- 
yond this  epoch,  the  researches  of  the  historian 
are  often  fated  to  end  in  disappointment  and 
obscurity.  In  tracing  the  fortunes  of  (he  seve- 
ral powers  into  which  that  continent  is  divided, 
from  the  earliest  attainable  facts  to  the  present 
time,  it  is  iiKlispensable  that  the  inquirer  should 
possess  a  clear  and  accurate  understanding  of 
the  actual  state  as  well  of  France  as  of  the  sur- 
rounding countriM,  at  the  peri<jd  when,  by  the 
successes  and  achievements  of  that  remarkable 
monarch,  his  kingdom  became  the  dominant 
power  of  the  European  continent.  Until  the 
appearance  of  Mr.  James's  History,  this  clear 
and  accurate  understanding  was  of  exceedingly 
difficult  attainment, — the  materials  from  which 
it  was  to  be  drawn  were  scattered  through  va- 
rious historical  works,  and  all  the  labour  of 
arrangement,  condeBsation,  and  comparison  was 
to  be  performed  by  the  student  himself.  Such 
is  no  longer  the  case,— IJghl  has  been  shed  upon 
the  darkne:8s  of  that  remote  age, — and  the  world 
of  Science  is  indebted  to  Mr.  James  for  the 
means  of  readily  acquiring  a  complete  and  sat- 
isfactory knowledge  m  all  its  details,  of  the  first 
great  epoch  in  European  history.  In  the  nu- 
merous commendations  of  this  work  that  have 
appeared  in  the  Reviews  and  peri.idicals  both 
of  England  and  the  United  States,  the  higheX 
terms  of  eulogy  have  been  employed, — and  all 
have  noticed  with  stmng  expressions  of  praise, 
the  singular  perspicuity-  of  the  style,  and  the 
remarkable  absence  of  prolixity  and  confusica 
in  the  progress  of  the  narrative. 


Works  Published  by  Harper  <f-  Brothers. 


'7 


SKETCHES  FROM  VE- 
NETIAN HISTORY.  By  the 
Rev.  E.  Smedley,  M.A.  In  2 
vols.  18mo.     With  Engravings. 

Few  have  the  knowledge-  the  lime,  or  the 
means  to  explore  for  themselves  the  treasures 
of  the  Italian  chronicles.  The  author  .>f  this 
work  has  laid  op«n  their  stores  for  the  benefit 
of  those  to  whom  the  language  in  which  they  are 
written  renders  them  a  sealed  book — gleaning 
from  them  the  most  characteristic  incidents, 
amusing  stories,  and  anecdotes,  while,  at  the 
tame  time,  he  has  sustained  all  the  dignity  of 
historical  research  j  passing  lightly  over  events 
of  minor  importance,  and  reserving  himself  for 
those  momentous  and  interesting  transactions 
which  require  to  be  more  fully  displayed.  The 
beauty  of  the  style  has  been  very  generally  no- 
ticed, and  has  gained  the  applause  of  the  most 
competent  judges. 


NUBIA  AND  ABYSSI- 
NIA. Comprehending  their 
Civil  History,  Antiquities,  Arts, 
Religion,  Literature,  and  Natu- 
ral History.  By  the  Rev.  M; 
Russell,  LL.D.  18mo.  With 
a  Map  and  Engravings. 

There  is  no  country  in  the  world  more  inter- 
esting than  that  which  was  known  to  the  an- 
cients as  "  Ethiopia  above  Egypt,"  the  Nubia 
and  Abyssinia  of  the  present  day.  It  was  uni- 
versally regarded  by  the  poets  and  philosophers 
of  Greece  as  the  cradle  of  those  arts  which  at  a 
later  period  covered  the  kingdom  of  the  Pha- 
raohs with  so  many  wonderful  monuments,  as 
also  of  those  religious  rites  which,  after  being 
slightly  modified  by  the  priests  of  Thebes,  were 
adopted  by  the  ancestors  of  Homer  and  Virgil 
as  the  basis  of  Ihf  ir  mytholt^y.  A  description 
<rf  this  remarkaJ>Ie  nation,  therefore,  by  the 
well-known  author  of  the  "  View  of  Ancient 
and  Modem  Egypt,"  cannot  be  otherwise  than 
instructive  and  highly  interesting. 


MEMOIRS  OF  CELE- 
BRATED FEMALE  SOVE- 
REIGNS. By  Mrs.  Jameson. 
In  2  vols.  18mo. 

The  intention  ef  this  work  is  to  illustrate  the 
influence  which  a  female  govemnient  has  had 
generally  on  men  and  nations,  and  that  which 
the  possession  of  power  has  had  individually  on 
the  female  character.  The  didai^tic  form  of 
history  or  biography  has  not  always  been  ad- 
hered to, — incidents  and  characters  are  treated 
rather  in  a  moral  than  in  a  political  or  histori- 
cal point  of  view, — and  public  affairs  and  na- 
tional events  are  not  dwelt  upon,  except  as  con- 
nected with  the  destiny,  or  emanating  from  the 
passions  or  prejudices  of  the  individual  or  sove- 
reign. The  Lives  form  an  admirable  illustra- 
tion of  the  female  character,  and  the  lessons 
they  furnish  abound  with  instruction,  while  the 
incidents  recorded  are  interesting,  not  only  in 
themselves,  but  as  authentic  details  of  remarka- 
foie  personages  whom  circumstances  or  personal 


LIFE  OF  MARy  QUEEN 
OF  SCOTS.  By  Henry 
Glasspord  Bell,  Esq.  In  2 
vols.  18mo.     With  a  Portrait. 

It  is  now  generally  admitted  that  great  inju»- 
tice  has  been  done  to  the  character  of  Mar>', 
and  that  there  is  good  reason  to  believe  her,  to 
say  the  least,  guiltless  of  the  dark  offences 
charged  a|p,in8t  her.  Mr.  Bell  has  undertaken 
her  vindication,  and,  having  investigated  the 
facts  with  uncommon  industry  and  patience,  he 
has  succeeded  in  establishing  a  conviction  of 
her  entire  innocence.  The  sympathy  excited 
by  the  story  of  her  beauty  and  her  misfortunes 
is  now  heightened  by  the  assurance  of  her 
wron^.  Mr.  BftU's  is  considered  the  most 
affecting,  as  well  as  the  most  impartial  life  of 
Mary  that  has  been  written. 


MEMOIRS  OF  THE  EM- 
PRESS  JOSEPHINE.  By 
John  S.  Memeb,  LL.D.  18mo. 
With  Portraits. 

Amid  the  turmoils,  the  vast  achievements,  the 
ambitious  aspirings,  and  the  complicated  in- 
trigues which  mark  the  era  of  Napoleon's  great- 
ness, it  is  refreshing  to  pursue  the  elegant  and  gen- 
tle course  of  Josephine,  whose  affection  for  the 
conqueror  and  native  goodness  of  heart  were  so 
often  made  the  i  nstruments  of  mercy,  and  whose 
persuasive  voice  was  ever  ready  to  interpost 
between  his  ivrath  and  its  trembling  object. 
Placid  in  situations  peculiarly  trying,  Josephine 
preserved  her  character  unsullied,  and  tb« 
story  of  her  life  abounds  with  occasions  for  the 
respect  and  admiration  of  the  reader.  The 
author  has  performed  his  task  with  great  abil- 
ity, and  the  public  is  indebted  to  him  for  ont 
of  the  most  delightful  biographies. 


THE  LIFE  OF  NAPO- 
LEON BONAPARTE.  By 
J.  G.  LocKHART,  Esq.  In  2 
vols.  18mo.     With  Portraits- 

This  celebrated  work  contains  an  epitome  of 
all  that  has  been  proved  to  be  true  concemin); 
the  character  and  actions  of  the  most  extraordi- 
nary man  of  the  last  thousand  years.  The  Ei^g- 
lish  language  possesses  no  other  authentic  epit- 
ome of  his  history,— and,  notwithstanding  the 
smallness  of  the  limits  within  which  it  is  com- 
pressed, the  narrative  tliroughout  is  clear,  dis- 
tinct, and  copio'is.  The  life  of  Napoleon, 
doubly  interesting  when  relieved  of  the  tedious- 
nesa  of  useless  detail,  has  never  been  better  told. 
The  work  is  written  with  commendable  impar- 
tiality, and  the  author  has  been  careful  to  inter- 
weave with  his  narrative  all  the  new  iltustra. 
tioiis  and  anecdotes  furnished  by  Bourrienn^ 
and  other  French  writers,  whose  memoirs  have 
appeared  since  the  publication  of  the  great 
work  of  Sir  Walter  Scott,  from  which  a  large 
portion  of  his  materials  was  derived.  As  an 
evidence  of  the  amazing  popularity  of  this  His- 
tory, it  is  stated  that  more  than  27000  copies  of 
I  it  have  been  disposed  of  in  Great  Britain 
alone. 


8 


Works  Published  by  Harper  <J-  Brothers* 


THE  LIFE  OF  NELSON. 
By  Robert  Southey,  LL.D. 
18mo.     With  a  Portrait. 

This  Biography  has  been  proDounced  one  of 
the  Liareate^  zdo*(  succeshil  efinrt^— the  en- 
Hnniatstic  and  nunantic  character  of  Nelson 
famished  a  congenia]  cubject,  and  be  has  treated 
it  with  consommate  abiliiv.  Tlie  errors  of  (he 
fortunate  and  gallant  admiral  nre  fairly  xad 
fearlesalj  ezpo»ed,— while  the  nobler  elements 
of  his  mind^  bis  heroic  ccrarage,  his  perseve- 
rance, and  h»  insatiable  appeii^e  for  glory,  as 
well  as  the  great  actions  in  which  they  are  dis- 
played,  are  described  and    illustrated  with  a 


LIFE  AND  TIMES  OP 
GEORGE  THE  FOURTH. 
With  Anecdotes  of  Distin- 
guished Persons  of  the  last 
Fifty  Years.  By  Rer.  Gbokob 
Croly.      18mo. 

TTie  regency  and  reign  of  this  monarch  occu- 
pied oije  of  t^  most  eventfol  and  intemtin|^ 
periods  of  English  history,  not  only  from  the 
magnitude  and  importance  of  their  political  oc- 
currence*, but  also  from  the  vast  improvements 
1  and  the  arts  by  which  they  were  dis- 


eflfect. 


happy  choice  of  language  and  most  felicitoiM     tingoished,  and  the  number  of  eminent  individ 
"^  '  oah  who  flonrisried  at  'his  epoch.     The  charac- 

ter of  GeoT^  himself  was  not  the  least  remark- 
able among  those  of  the  principal  penonages  of 
the  time,  and  it  has  been  handled  by  Mr.  Croly 
TWP     T  IW.     OP     "PTJFTJF     (  "^''^  »  Jost  and  fearlesa,  but  not  uncharitable 

i^£l,;y^^„>:i^^.t/      ,r  hp'"t-     Hi.  peiceplioMaW  close,  keen,  and  *c 

RIO     THE      SECOND,      Kinor     curate,  and    his  language  singnlarly  terse  and 

Of  Prussia.     By  Lord  Dover      ^^'^*^-   "'"  "^  **"  ^  "^  ^^"  ^^^^'^ 

In  2  vols.  18mo.     With  a  For 

trait. 


Frederic  II.  lived  in  an  age  among  the  most 
remarkable  in  the  annals  of  the  world.  He  waj 
one  of  those  men  vrho  constitute  an  epoch, — 
who,  by  their  paramount  influence  upon  the 
•vents  of  a  particular  period,  impress  it,  in  a 
degree,  with  characteristics  resulting  from  their 
own  pwnjliar  sentiments,  habits,  and  proceed- 
ings,— who  may  be  considered  monuments  on 
the  road  of  ages  to  designate  certain  divisions 
of  lime.  But,  apart  from  the  character  of  Fred- 
ertCj  the  great  incidents  in  the  midst  of  which 
be  lived  and  moved,  and  in  which  be  was  a 
prominent  actor,  render  this  period  of  Eumpean 
OtMory  one  of  the  mo»t  interesting  and  imp'T- 
tant,-^and  it  has  been  ably  delineated  by  the 
modem  historian  of  the  Prussian  monarch. 
ZiOrd  Dover  has  long  t>een  favourably  known  as 
the  Hon.  Mr.  Ellis,  and  his  Life  of  Frederic 
bu  much  cnhasced  his  reputation.  It  is  hon- 
ourable to  him,  considering  the  irreligious 
character  of  Frederic,  that  he  has  nowhere 
lendered  vice  attractive,  and  that  his  pages  are 
studiously  guarded  from  the  slightest  contami- 
nation of  infidelity. 


THE  LIFE  AND  AC- 
TIONS OF  ALEXANDER 
THE  GREAT.  By  Rev.  J. 
Williams.  ISmo.  With  a 
Map. 

This  volume  fDls  a  blank  in  the  historical 
libnrf,  and  furnishes  an  excellent  manual  for 
the  student.  It  is  not  confined  to  the  mere  ex- 
ploits and  adventures  of  the  Macedonian  hero, 
aJtbougfa  they  constitute  the  leading  topic,  but 
contains  a  masterly  view  of  the  limes  in  which 
be  lived,  and  of  the  manners,  arts,  and  sciences 
of  the  Greeks.  Persians.  Ee>-p(ians,  Arabs,  axid 
Indians,  and  other  nations  whom  he  visited  or 
conquered.  The  story  is  well  and  elegantly 
told,  and  conveys  a  more  distinct  and  accurate 
idea  of  the  ancient  Napolam  than  is  to  t>e  fnond 
in  any  other  history.  In  the  perusal,  the  curi- 
Mity  of  the  reader  is  gratified  as  well  as  stimu- 
lated, and  his  mind  is  moved  to  profitable  re- 
fection. 


LIFE  OF  SIR  ISAAC 
NEWTON.  By  Sir  David 
Brewster,  K.  B.,  LL.  D.* 
F.R.S.     ISmo.     Engravings. 

This  is  the  only  extended  Life  of  the  greatest 
of  English  philosophers  ever  given  to  the  public. 
In  attempting  to  supply  a  vacancy  in  philo- 
sophic and  scientific  titeralnre,  Sir  llavid  Brew- 
ster, himself  one  of  the  most  profound  and  emi- 
nent tavans  of  the  age,  has  not  nulv  so^rbi 
out  from  resources  hitherto  ui^nown  and  inac- 
cessible to  previous  writers  every  fresh  and 
novel  particular  of  Newtnn^s  life,  but  has  given 
the  most  lucid  explanaitions  of  his  great  discov- 
eries, and  the  steps  by  which  they  were  accom- 
plished ;  and  has  been  remarkably  successful  in 
rendering  these  intelligible  to  all  classes  of 
readers. 


THE  LIVES  OF  THE 
MOST  EMINENT  BRITISH 
PAINTERS  AND  SCULP- 
TORS. By  Allan  Cunning- 
ham, Esq.  In  5  vols.  18mo. 
With  Portraits. 

The  author  has  collected,  in  these  small  vol- 
Hmes,  a  history  of  art  in  Englaad,  and  the 
lives,  characters,  and  works  of  its  most  emineiH 
professors.— the  material?  of  which  were  pre- 
viously scattered  through  many  volumes,  inac- 
cessible and  uniovt'ing  to  the  mass  of  readers. 
The  critical  ob«ervations  profusely  scatter^ 
througli  these  biographies  will  render  them 
useful  to  the  student,  while  the  personal  anec- 
dotes with  which  they  abound  make  them 
equally  alluring  to  the  ordinar>' reader.  The 
labnut^  and  stnigeles  of  genius,  the  success  of 
pers^'verance,  and  he  inutility  of  talent  unaltied 
to  pnwieDce.  as  exemplified  in  these  narratives, 
affbnl  a  useful  moral  lesson,  while  the  incident* 
which  illustrate  them  become  the  soa7t;o  of 
pleasure  aod  entertaicuueat. 


Works  Published  by  Harper  ^  Brothers. 


$ 


LIFE  OF  LORD  BYRON. 
By  J.  Galt,  Esq.     18mo. 

The  spleadour  of  Lord  Bjn^on's  fame,  and  the 
interest  attendant  upon  the  story  of  his  eveotful 
life  awl  early  death,  have  combioed  to  render 
his  biography  a  work  of  more  than  usxial  at- 
traction. Mr.  Gait  enjoyed  the  advantage* 
consequent  upon  a  long  aoid  intimale  acquaint- 
ance with  the  noble  poet,  and  h.\s  given  a  strik- 
ing and  satisfactory  descripiion  of  his  character 
Oueof  tbegreatest'merilsof  The  work  is  i'sstrict 
impartiality;  the  writer  is  evidently  free  from 
prejudice  either  favourable  or  advrtse  to  his 
nibjectf  and  tells  what  he  knows  or  believes  to 
be  ifae  truth,  without  any  bia*  from  enry,  ill- 
will,  or  affection.      


THE  LIVES  OF  CELE- 
BRATED TRAVELLERS. 
By  James  Augustus  St.  John. 
In  3  vols.  18mo. 

Every  man  whose  mind  can  sympathiie  with 
baman  nature  under  all  its  various  aspects,  and 
can  detect  passions,  weaknesses,  and  virtues  like 
his  own  through  the  endless  disguises  effected 
.by  strange  religions  policies,  manners,  or  cli- 
mates,  must  peruse  the  relations  of  veracious 
travellers  with  satisfaction  and  advantage,  'llie 
author  of  these  volumes  has,  witn  great  industry 
and  judgment,  compiled  a  series  of  highly  inter- 
eating  narratives,  containing  the  most  striking 
incidents  in  the  lives  and  \vanderings  of  all  the 
celebrated  travellers  that  have  flourished  within 
tlie  last  eight  centuries,  taking  them  up  in  their 
regular  oraer  of  succession,  presenting  only  the 
attractive  pwlions,  and  omitting  all  useless  and 
unnecessary  details.  The  reader  w^ill  find  in 
these  volumes  the  substance  of  many  ponderous 
tomes,  most  of  which  are  rare,  anJ  only  to  be 
found  in  the  ei'ensive  European  libraries. 


LECTURES  ON  GENE- 
RAL LITERATURE,  PO- 
ETRY, &c.  Delivered  at  the 
Royal  Institute  in  1830  and 
1831.  By  James  Montgom- 
ery.    18mo. 

The  graceful  beiuty  of  the  style,  the  aban- 
dance  and  felicity  of  illustraition,  and  the  skilful 
exposition  of  the  priociptes  and  elements  of  the 
divine  art,  tmbodied  in  these  interesting  lec- 
tures, have  called  forth  the  wannest  expressions 
of  delight,  and  secured  for  them  a  most  ezten. 
sive  popularity. 

THE  HISTORY  op  ARA- 
BIA. Ancient  and  Modem. 
Containing  a  Description  of  the 
Country — An  Account  of  its 
Inhabitants,  Antiquities,  Politi- 
cal Condition,  and  Early  Com- 
merce— The  Life  and  ReU- 
gion  of  Mohammed — The  Con- 
quests, Arts,  and  Literature  of 
the  Saracens — ^The  Caliphs  of 
Damascus,  Bagdad,  Africa,  and 
A3 


Spain — The  Civil  Government 
and  Rehgious  Ceremonies  of 
the  Modern  Arabs — Origin  and 
Suppression  of  the  Wahabees 
— The  Institutions,  Character, 
Manners,  and  Customs  of  the 
Bedouins  ;  and  a  Comprehen- 
sive View  of  its  Natural  His- 
tory. By  Andrew  Crichton. 
In  2  vols.  ISmo.  With  a  Map 
and  Engravings. 

All  the  historical  woiks  in  the  Family  Li- 
brary are  much  and  justly  esteemed  ;  but  there 
is  none  that  has  been  morie  generally  and  highly 
approved  than  this.  There  is  something  so 
marked  and  distinct  in  the  character  of  the  peo- 
ple whose  history  it  gives,  and  the  part  they 
have  played  in  the  great  theatre  of  the  world 
has  been  so  striking  and  important,  that  their 
annals  cannot  be  read  without  the  highest  inter- 
est. Their  existence  as  a  nation  is  traced  to  the 
remotest  ages  of  which  we  liave  any  knowledge;, 
and  the  narrative  embraces  those  splendid  pe^ 
riods  in  which  the  Saracenic  empire  in  the 
East,  and  the  Moorish  dominion  in  Spain,  were 
the  most  gorgeous  and  imposing  spectacles  the 
world  ever  exhibited,  so  rich  in  every  thing  that 
has  power  to  excite  the  imagination  or  capti- 
vate the  mind.  One  of  the  most  curious  and 
remarkable  parts  of  the  narrative  is  the  account 
of  the  famous  heresy  of  the  Wahal)ees,  which 
at  one  time  threatened  to  subvert  the  wliole 
Mohammedan  empire.  An  account  so  full,  so 
clear  and  accurate,  does  not  exist  in  any  other 
single  historical  work  in  the  English  language. 

THE  PRINCIPLES  OF 
PHYSIOLOGY,  APPLIED 
TO  THE  PRESERVATION 
OF  HEALTH,  AND  TO 
THE  IMPROVEMENT  OF 
PHYSICAL  AND  MENTAL 
EDUCATION.  By  Andrew 
Combe,  M.D.     18mo. 

Public  opinion  is  ooaniiiMmt  in  assigning  t» 
this  volume  of  the  Family  Library  a  place 
among  the  first  and  most  val  uable  works  of  the 
age,  both  in  utility  and  interest.  It  is,  literally, 
a  guide  to  the  most  successful  development  of 
intellect,  to  the  preservation  of  health,  and  the 
attainment  of  longevity.  It  treats  in  plain,  fa- 
miliar, and  perfectly  intelligible  language,  not 
of  disease  in  its  ten  thousand  painful  or  appal- 
ling forms,  but  of  the  apparently  trivial  cir- 
cumstances in  which  disease  has  its  unsuspected 
origin  ;  and  shows  how  it  is  to  be  avoided,  by 
preventing  or  repairing  the  too  often  unregarded 
imprudences  and  neglects  which,  trifling  as  they 
seem,  are  vet,  in  almost  every  case,  the  real, 
though  remote,  agents  in  producing  illness.  The 
mallere  set  forth  are  of  the  highest  interest 
among  all  worldly  objects,  to  every  rational  be- 
ing, inasmuch  as  they  rela'e  to  the  greatest  du- 
ration and  enjoyment  of  life;  and  they  are  so 
exhibited  that  no  medical  knowledge,  no  pect>- 
liar  strength  of  intellect,  nothing  mofc,  in  sboit, 
than  plain  common  sense,  is  requisite  for  tfaeir 
oomj^ete  appreciation. 


w 


Works  Published  by  Harper  ^  Brothers. 


MEMOIR  OF  THE  LIFE 
OF  PETER  THE  GREAT. 
By  John  Barrow,  Esq.  18mo. 
With  a  Portrait. 

Thu  tt  unasiinoufily  coosidered  bne  of  the 
mott  pleasaDt  volumes  m  the  Family  Libran'. 
^thou^h  it  ^ves  all  the  prominent  incidents 
in  the  life  of  Feter  the  Great,  and  in  their  proper 
order,  yet  it  is  rather  a  collection  of  anecdoira 
than  a  methodical  biofrapby,  and  its  object  is 
more  to  illustrate  the  ch^cler  of  the  man 
than  the  history  of  the  monarch.  Most  of  the 
anecdotes  are  entirely  new,  having  hitherto  ex- 
isted only  in  manuscript  lires,  memoirs,  and 
memoranda,  of  which  a  great  number  are  still 
existing,  unpublished,  and  in  various  languages, 
•cattered  among  the  principal  libraries  of  Eng- 
land, France,  Holland,  and  Russia.  It  is  from  a 
careful  examination  of  these  documents  that  the 
author  has  chiefly  collected  his  materials  ;  and 
hii  work,  both  curious  and  entertaining  in  a 
high  degree,  at  the  same  time  gives  the  best  and 
most  graphic  idea  of  the  great  Czar  that  is  to  be 
found  in  any  language. 


THE  NATURAL  HISTO- 
RY OF  INSECTS.  With 
numerous  Engravings.     ISmo. 

The  study  of  Natural  History  is  at  all  times, 
and  to  almost  every  person,  eminently  pleasing 
and  instructive :  the  object  in  this  admirable 
volume  has  been  to  render  it  doubly  captivating 
^  the  plain  and  simple  style  in  which  it  is 
treated,  and  by  the  numerous  enoftvings  with 
which  the  text  is  illustrated.  There  is  no 
branch  of  this  delightful  science  more  pleasing 
than  that  which  exhibits  the  wonderful  goodness 
and  wisdom  of  the  Creator,  as  they  are  dis- 
played in  the  endless  varieties  of  insect  life — 
their  forms,  habits,  capacities,  and  worlds — and 
which  investigates  the  nature  and  peculiarities 
of  these  diminutive  tribes  oC  animated  existence. 


A  POPULAR  GUIDE  TO 
THE  OBSERVATION  OF 
NATURE  ;  or,  Hints  of  In- 
ducement  to  the  Study  of  Na- 
tural Productions  and  Appear- 
ances, in  their  Connexions  and 
Relations.  By  Robert  Mu- 
DiE.    18mo.    With  Engravings. 

The  author  is  an  ardent  lover  of  nature,  and 
a  close  observer  of  the  woite  of  the  Creator, 
and  his  aim  has  been  to  awaken  in  bis  readers 
a  spirit  kindred  to  his  own,  and  to  point  out  to 
the  student  the  true  path  of  inquiry  ^  that  which 
alone  can  lead  to  the  just  perception  and  full 
enjoyment  of  the  innumerable  charms  that  lie 
scattered  so  lavishly  around  us  in  every  form  of 
animate  and  inanimate  existence.  In  the  ac- 
complishment of  his  undertakine.  he  has  pro- 
duced a  work  not  more  remarkalHe  for  its  on* 
i;inality  and  for  the  extent  and  accuracy  of  the 
information  it  conveys  'ban  for  the  novelty  of 
its  views,  the  infinite  variety  and  wisdom  of  its 
reflections,  and  the  sincular  interest  with  which 
it  fills  the  mind  of  the  delighted  reader.  To  the 
tyro  this  guide  is  of  incalculable  value,  and  to 
the  accomplhhed  scholar  it  recommends  itself 
by  the  new  and  striking  features  with  which  it 
investi  the  exhau&lless  subject  of  w^ch  it  treats. 


HISTORICAL  AND  DE- 
SCRIPTIVE ACCOUNT  OF 
PERSIA,  from  the  Earliest 
Ages  to  the  Present  Time : 
with  a  Detailed  View  of  its 
Resources,  Government,  Popu- 
lation, Natural  History,  and  the 
Character  of  its  Inhabitants, 
particularly  of  the  Wandering 
Tribes  :  including  a  Description 
of  Afghanistan  and  Beloochis- 
tan.  By  Jaii£s  B.  Eraser, 
Esq.  18mo.  With  a  Map  and 
Engravings. 

Theaccoontof  Persia  contained  in  this  vo) 
ume  is  both  historical  and  descriptive,  and  is 
the  best  extant,  with  the  single  exception,  per- 
haps, of  Sir  John  Malcolm's  great  work,  which 
is  too  laree  and  loo  expensive  for  general  utility. 
The  author  resided  many  years  m  the  country, 
and  visited  every  province  in  his  search  for  ma- 
terial ;  and  his  volume  contains,  not  only  the 
results  of  bis  own  investigations,  but  also  every 
important  fact  to  be  found  in  the  works  of  Mal- 
colm, Ouseley,  Porter,  Jones,  and  others  of  his 
predecessors.'  Neither  of  those  productions  have 
ever  been  republished  in  America  ;  and  the  pres- 
ent is  therefore  the  only  complete  and  authentic 
History  of  Persia  that  is  generally  accessible  on 
this  side  of  the  Atlantic  From' the  abundance 
of  anecdo'e  and  agreeable  description  of  anti- 
quities, customs,  and  character,^  it  is  not  less 
entertaining  than  TaJaai}le. 


COURT  AND  CAMP  OF 
BONAPARTE.  With  a  Por- 
trait of  Talleyrand.     18mo. 

This  volume  has  been  carefully  prepared  asa 
suitable  and  indispensable  companion  to  the 
Life  of  Napoleon.  It  contains  the  substance  of 
the  man}-  hundred  volumes  of  Memoirs,  Lives^ 
Narratives,  anecdotes,  &c.  connected  with  the 
career  <rf  Napoleon,  with  which  the  press  of 
France  has  been  so  prolific  during  the  last  fif- 
teen years.  It  presents  rapid  tmt  vigorously 
drawn  sketches  of  the  emperorS  brothers, 
wives,  sisters,  ministers,  manhals,  and  generals ; 
and  those  w1k>  wish  to  gain  a  competent  know. 
ledge  of  "  NapoUon  and  hu  timej"  will  find 
BO  work  in  any  language  which  conveys  so 
much  information  in  so  little  space,  or  in  s 
more  lively  and  agreeable  manner. 


FULL  ANNALS  OF  THE 
REVOLUTION  in  FRANCE, 
1830.  To  which  is  added,  a 
Particular  Account  of  the  Cel- 
ebration of  said  Revolution  in 
the  City  of  New- York,  on  the 
25th  November,  1830.  By 
Myer  Moses.     12mo. 


Works  Published  by  Harper  <f  Brothers, 


11 


LIFE  OF  MOHAMMED  ; 
Founder  of  the  Religion  of  Is- 
lam, and  of  the  Empire  of  the 
Saracens.  By  Rev.  G.  Bush, 
A.M.  18mo.  Widi  an  En- 
graving. 

The  objects  of  the  writer  in  the  preparation 
of  this  volume  have  been  condensation,  clear- 
ness, and  accuracy.  It  was  written  expressly 
for  the  publishers  by  an  American  author,  and, 
in  addition  to  the  numerous  and  highly  flatter- 
XDg  commendations  bestowed   upon   it  by  the 

{)re«s,  it  has  received  the  testimonial  of  repub- 
icatinn  in  England.  In  one  respect,  the  plan 
adopted  by  the  author  presents  an  improvenient 
upon  preceding  memoirs  of  the  ^reat  impostor, 
in  the  careful  collocation  of  the  chapters  of  the 
Koran  with  the  events  of  the  narrative, — a 
method  by  which  the  history  is  illustrated  in  a 
remarkable  decree.  The  appendix,  containing 
1,  series  of  prophetic  investigations,  is  peculiarly 
curious,  learned,  and  vahiahle. 


LIFE  OF  OLIVER  CROM- 
WELL.  By  Rev.  M.  Rus- 
SELL,  LL.D.  In  2  vols.  18mo. 
With  a  Portrait. 

These  volumes  contain  a  popular  History  of 
one  whOf  it  is  allowed,  was,  in  many  respects, 
the  most  extraorainaiy  man  that  England  has 
ever  prodnced.  R  has  heen  the  study  of  the 
author,  while  he  availed  himself  of  the  latwurs 
of  all  of  his  predecessors,  to  give  an  unfciaierf 
view  of  Cromwell's  conduct:  in  his  early  lite; 
at  bis  first  entrance  upon  public  business;  in 
bis  achievements  as  a  soldier ;  in  his  rise  to  po- 
litical power ;  and,  finally,  in  his  gnvemment 
of  tboee  kingdoms  which  he  was  the  first  to  con- 
quer. The  reverend  gentleman  is  certainly  en- 
titled to  the  most  unqualified  praise  for  his  ex- 
ertions, and  for  the  new,  curious,  and  important 
information  which  he  has  collected  and  ar- 
ranged ;  and  those  who  peruse  his  work  will 
be  rewarded  by  much  valuable  information. 


markable,  was  locked  an  in  manuscripts  or  in 
ol>aolete  publications.  The  writer  of  these  Tol 
umes  has,  with  great  industry  and  perseverance, 
explored  those  almc^st  unknown  stores  of  in- 
formation, and  produced  a  work  of  the  highest 
character  for  candour,  extent,  and  accuracy.  It 
has  been  truly  said,  that  until  Mr.  Thatcher 
took  upon  himself  the  office  of  their  historian, 
full  justice  had  never  been  done  to  the  charac- 
ters  and  actions  of  the  aborigines. 


INDIAN     BIOGRAPHY ; 

or,  an  Historical  Account  of 
those  Individuals  who  have 
been  distinguished  among  the 
North  American  Natives  as 
Orators,  Warriors,  Statesmen, 
and  Other  Remarkable  Charac- 
ters. By  B.  B.  Thatcher,  Esq. 
In  2  vols.  ISmo.  With  a  Por- 
trait. 

The  extensive  popularity  of  these  Bi(wra- 
phies  is  one  of  the  strongest  evidences  of  their 
merit :  within  a  very  few  months  after  the  pub- 
lication a  large  edition  was  disposed  of,  and  the 
work  was  at  once  established  as  a  standard. — 
Cntil  its  appearance  there  was  no  authen'ic 
or  satisfactory  account  of  the  Indians;  notices 
of  a  few  of  the  most  dlstinguii^ed  among  them 
in  earlier  times  were  to  be  found  scattered 
tbrongh  the  pages  of  various  historical  w«rks, 
but  the  number  was  very  limited,  and  it  might 
be  said  that  all  knowle<^  of  their  true  charac- 
ter, and  of  the  traits  for  which  they  were  re- 


THE  TRAVELS  and  RE- 
SEARCHES OF  ALEXAN- 
DER VON  HUMBOLDT; 
being  a  condensed  Narrative 
of  his  Journeys  in  the  Equinoc- 
tial Regions  of  America,  and 
in  Asiatic  Russia :  together 
with  Analyses  of  his  more  im- 
portant Investigations.  By  W. 
Macgillivray,  A.m.  18mo. 
With  En^ravingSv 

The  celebrity  enjoyed  by  Baron  Humboldt, 
earned  by  a  life  of  laborious  investigation  and 
perilous  enterprise,  and  by  the  most  extensive 
contributions  to  science,  renders  his  name  fami- 
liar to  every  person  whose  attention  l»as  been 
drawn  to  statistics  or  natural  philosophy  ;  and 
his  works  are  ranked  among  the  very  first  for 
the  splendid  pictures  of  scenery  which  they 
contam,  the  diversifietl  information  which  they 
afford  respecting  objects  of  universal  interest, 
and  the  graceful  attractions  with  which  he  ha» 
invested  the  majesty  of  science.  TTie  present 
volume  contains  an  abridged  account  of  all  the 
travels  and  researches  of  this  eminent  observer 
of  nature,  in  which  nothing  is  omitted  that  caH 
be  eitlier  interesting  or  useful  to  the  general 
rt-ader,  while  the  sever*!  narratives  are  suflfi* 
cienlly  condensed  to  bring  them  within  the 
compass  of  a  convenient  volume. 


LIVES  AND  VOYAGES 
OF  DRAKE,  CAVENDISH, 
ANT)  DAMPIER;  including 
an  Introductory  View  of  the 
earlier  Discoveries  in  the  South 
Sea,  and  the  History  of  the  Buc- 
aniers,  18mo.  With  Por- 
traits. 

The  relation  of  the  voyages,  (liacoTeriet,  and 
adventures  of  early  and  celebrated  English  navi- 
gatow  is,  in  so  far,  a  hifi'^ry  of  the  rise  of  her 
na^al  power.  In  t^**  volume  are  contained  the 
lives  of  three  o/  the  most  eminent ;  and,  from 
the  very  aati-e  of  the  subject,  it  presents  much 
curious  ^id  valuable  mformation,  gleaned 
from  aiany  sources,  -and  in  every  instance  veri- 
fied ny  scrupulous  examination  and  reference 
to  original  documents.  Early  Spanish  Discov- 
ery in  the  South  Seas,  ana  the  first  circum- 
navigation of  the  globe  by  Magellan,  form  a 
subordinate  but  appropriate'branch  of  the  work ; 
and  the  subject  is  completed  by  the  History 
of  the  Bucaniers, — those  daring  rovers  whose 
wild  adventures  afford  so  much  to  charm  th« 
youthful  mind,  and  form  one  of  the  most  inters 
esting  chapters  in  the  annals  of  maritime  eute^ 
{  prise  and  adventure. 


r2 


Works  Published  by  Harder  ^  Btotfter^, 


A  DESCRIPTION  of  PIT- 
CAIRN'S  ISLAND  AND  ITS 
INHABITANTS.  With  an 
Authentic  Account  of  the  Mu- 
tiny of  the  Ship  Bounty,  and 
of  the  subsequent  Fortunes 
of  the  Mutineers.  By  J.  Bar- 
row, Esq.  18mo.  With  En- 
gravings. 

The  author  of  this  Tolume  has  brought  into 
oi.e  connected  view  what  had  heretnKire  ap- 
peared odIt  in  detached  fragments,  and  some 
of  these  even  not  generally  accessible.  The 
■tory  is  replete  with  iDterest.  We  are  taught 
hy  the  Book  of  Sacred  History  that  the  disobe- 
dience  of  our  tint  parents  entailed  upon  our 
Clobe  a  sinful  and  suffering  race ;  in  our  own 
time  there  has  sprung  up  from  the  iiit«i  aban- 
doned of  this  depraved  family — from  pirates, 
snutineers,  and  murderers  — a  little  society, 
which,  uiKler  the  pieoepts  of  that  Sacred  Vol- 
ume, is  characterized  by  religiou,  morality,  and 
ixmocence.  The  discover^  of  this  happy  people, 
as  unexpected  as  it  was  accidental,  smd  every 
thing  relating  tn  their  condition  and  history, 
partake  so  much  ot  the  romantic  as  to  render 
the  story  not  ill-adapted  for  an  epic  poem. 


JOURNAL  OF  AN  EX- 
PEDITION TO  EXPLORE 
THE  COURSE  AND  TER- 
MINATION OF  THE  NI- 
GER. With  a  Narrative  of  a 
Voyage  down  that  River  to  its 
Termination.  By  Richard 
and  John  Lander.  In  2  vols. 
18mo.  With  Portraits,  Maps, 
&c. 

Wilh  eooouragement  and  assistance  of  a  very 
limited  description,  these  adventurous  young 
fl»en  embarked  in  an  enterprise  which  in  every 
previous  instance  had  terminated  fatally:  and 
all  who  knew  the  nature  of  the  climate,  and 
the  grievous  hardships  they  must  encounter, 
predicted  tlut  the  only  intelligence  ever  re- 
ceived of  them  would  be  some  obscure  rumour 
of  their  destruction.  The  Narrative  shows 
how  often  these  predictions  were  on  the  point 
of  being  verified.  They  were  assailed  by 
s.ckoess,  imprisoned  in  filthy  huts,  sold  as 
slaves,  plondefcd,  abused,  and  nearly  sacrificed 
to  the  cupidity  and  revenge  of  the  ferocious 
savages.  In  spite  o(  •)!  these  obstacles,  by 
zaeans  of  patience,  perse\«ra.Dce,  enthusiasm, 
and  courage,  they  finaliy  triun^phed  over  every 
difficulty,  and  completely  gained  the  object 
of  their  mission,  thus  effecting  the  lauti  import- 
ant and  apparently  the  most  feopeless  geograpfa 
acal  discovery  of  the  age. 


LETTERS  OF  EULER  on 
DIFFERENT  SUBJECTS 
IN  NATURAL  PHILOSO- 
PHY,    Addressed  to  a  Ger- 


man Princess.  Translated  by 
Hunter.  With  Notes  and  a 
Life  of  Euler,  by  Sir  David 
Brewster,  LL.D.  ;  and  ad- 
ditional Notes,  by  John  Gris- 
coM,  LL.D.  With  a  Glossary 
of  Scientific  Terms.  In  2  vols. 
18mo.     With  Engravings. 

Of  all  the  treatises  on  Natural  Philosophy  that 
have  been  published  in  the  various  language* 
of  Europe,  there  is  none  that  has  enjoyed  a 
more  extensive  and  permanent  celebrity  than 
that  of  the  famous  mathematician  and  phiLoso- 
pber  Leonard  Euler,  conuioed  in  his  tetters  to 
the  Princess  of  Anhalt.  They  have  been  tran»> 
laled  into  several  tongues,  and  edition  after  edi- 
tion has  been  published  in  Europe  with  still  in- 
creasine  reputation.  The  most  eminent  aavant 
o(  England  and  France  have  repeatedly  borne 
testimony  to  their  excellence,  not  only  by  the 
strongest  pxpresstons  of  approbation,  but  by  as- 
sum  in*  the  task  ofediiiog  the  »>ork;  the  latest 
who  has  bestowed  this  mark  of  commendation 
was  Sir  David  Brewster,  from  whose  edition 
this  now  putilished  was  printed.  The  notes 
added  by  him  are  copious  and  valuable;  and 
the  publishers  of  the  American  edition,  still 
more  to  enhance  the  merit  of  the  work,  have 
secured  the  assistance  of  Professor  Griscom, 
whose  notes  will  be  found  numerous  and  of  great 
utility. 

On  the  improvement 
OF  SOCIETY  BY  THE 
DIFFUSION  OF  KNOW- 
LEDGE. By  Thomas  Dick, 
LL.D.  18mo.  With  Engra- 
vings. 

The  autlior  of  the  Christian  Philosopher,  the 
Philosophy  of  Religion,  and  the  Philosophy  of  a 
Future  Slate,  has  earned  for  himself  a  title  to 
the  name  of  a  t>enefactor  of  mankind.    For 
years  he  has  been  successfully  engaged  in  the 
improvement  of  his  fellow-beings,  by  the  dissem- 
ination of  useful  know'edge,  and  correct  ideas 
upon  subjects  of  the  highest  importance.     In 
tl»e  present  masterly  treatise  he  has  gathered  to* 
eetber  an  almost  inconceivable  mass  of  estab* 
lished  and  striking  facts  having  relation  to  every 
deparrment  of  science,  connected  and  improved 
by  sound   and  judicious  observations,  at  once 
lending  to  illustrate  the  advantages  of  know- 
ledge, to  enlarge  and  direct  the  mind,  and  to  fa- 
cilitate the  acquisition  as  well  as  the  employ- 
ment of  useful  truths.     In  the  progress  of  his 
work   he  explains    and    removes    the    causes 
of  numt>erless  errors,  cooceming  the  phenom- 
ena of  the  mental  and  physical  world:  points 
out  the  tnie  path  and  the  most  effectual  means 
of  inquiry  ;  exemplifies  the  pleasures  and  bene- 
fits of  mental  cultivation  ;  and  exalts  the  strong* 
est  desire  for  tbe  improvement  of  the  facultiea, 
by  the  singularly  familiar  and  beautiful  courM 
of  his  reasoning,  which  in  itself  famishes  to  th- 
reader an  ample  source  of  enjoyment    Tht 
btx>k  is  ooe  which  cannot  be  Lud  aside  unfin- 
ished^ it  enchains  the  attention  with  all  thb 
force  of  tUe  most  highly  wrought  incidents  of 
fiction,  while  it   impresses  the  mind  with  aa 
exalted  sense,  not  only  of  the  truth,  but  of  th« 
intrinsic  and  measurelets  value  of  its  rerela- 
tioDS. 


Works  Published  by  Harper  cj-  Brothers. 


la 


INQUIRIES  CONCERN- 
ING THK  INTELLECTUAL 
POWERS,  AND  THE  IN- 
VESTIGATION OF  TRUTH. 


OCEAN,  INDIAN  OCEAN, 
AND  ANTARCTIC  OCEAN. 
From  the  year  1822  to  183L 
Comprising     Critical    Surveys 


By  John  Abercrombik,  M.D.,    of    Coasts    and   Islands,   with 
F.R.S.     ISmo.     [Questions.] 

THE  PHILOSOPHY  OF 
THE  MORAL  FEELINGS. 
By  John  Abercrombie,  M.D., 
F.R.S.      FBmo.      [Questions.] 

In  the  performuce  of  his  undertaking  the 
accompliUied  author  exhibits  the  possessioD 
of  a  mind  thoroughly  vened  in  the  details 
of  the  science  to  which  his  attention  is  di- 
rected, and  familiar  with  abstract  inquiry.  His 
descriptions  of  the  men'al  phenomena  are  tin- 
^larly  lucid,  precise,  and  interesting,  and  his 
reasonings  sound,  original,  and  perspiciwus. 
Above  all,  be  has  exhibited  philosophy  as  the 
handmaid  of  religion,  and  made  it  manifest 
that  all  the  rays  of  knovrled^  naturally  con- 
verre  towards  that  one  point  in  which  is  situ-  , 
aJed  the  throne  of  heavenly  and  eternal  truth.      | 

The  most  able  and  influential  reviews,  both 
of  England  and  the  United  States,  have  given 
the  stron;;est  encomiums  to  this  admirable  work, 
and  it  has  been  extensively  adopted  in  our  col- 
leges and  higher  establishments  for  education. 

LETTERS  ON  NATURAL 
i^IAGIC.  Addressed  to  Sir 
Walter  Scott,  Bart.  By  Sir 
D.    Brewster,    K.H.,    LL.D. 

18 mo.     With  Engravings. 

The  author  of  this  volume  passes  under  re- 
view the  principal  phenomena  of  nature,  and 
the  leading  coQtnrances  of  art  which  bear  the 
knpress  oia  supernatural  character,  and  more 


I  the  most  perfect  organs  fail  to  perf( 
their  functions,  or  perform  them  unfaithfully. 
These  are  themes  full  of  interest,  and  worthj' 
of  the  labour  bestowed  upon  tbem  by  the  phi- 
losophic writer. 

The  eye  and  ear  are,  of  course,  the  chief 
OT^ns  of  deception,  and.  accordingly,  optical 
illusions  occupy  a  considerable  portion  of  the 
volume.  Those  depending  on  the  ear  succeed, 
and,  after  these  have  bt^n  described  and  ex- 
plained, we  arc  entertained  with  amusing  ac- 
counts of  Seats  of  strength,  of  mechanical  au- 
tomata, and  of  some  of  the  more  popular  won- 
ders  of  chrmistr>'.  Under  each  of  these  divi- 
sions anecdotes  of  the  most  interesting  kind  il- 
lustrate the  author's  explaKations,  and  no  sub- 
ject, in  itself  grave  and  important,  was  ever 
Heated  in  a  more  captivating  manner. 


A  NARRATIVE  ov  FOUR 
VOYAGES,  TO  THE  SOUTH 
SEA,  NORTH  and  SOUTH 
PACIFIC  OCEAN,  CHI- 
NESE SEA,  ETHIOPIC  AND 
SOUTHERN      ATLANTIC 


Sailing  Directions.  And  an 
account  of  some  new  and  valu- 
able discoveries,  including  the 
Massacre  Islands,  where  thir- 
teen of  the  Author's  Crew  were 
massacred  and  eaten  by  Can- 
nibals. To  which  is  prefixed, 
a  Brief  Sketch  of  the  Author's 
early  Life.  By  Capt.  Bknj.4- 
MiN  MoRREU.,  Jan.  8to.  With 
a  Portrait. 

"  We  »re  bold  in  sayinf  that  ererybodjr  will 
want  tu  read  ibis  book,  and  our  communilr 
will  not  be  slow  in  ranking  Ibe  author  as  tli'e 
American  Cook  or  Piny."— A'.  T.  Weekly  Mca- 
savftr. 

"  It  does  not  often  fall  to  onr  lot  to  be  able 
to  commend  a  book  of  this  kind  with  as  much 
confidence  as  we  can  Morrell^  *  Four  Voyages-' 
...  it  may  go  in  company  with  StuartS  Voy- 
ages, and  Tverman  and  Bennett's  Journal.'* — 
CtaitUan  Mvocatc  and  Jownat. 

"  This  work  is  among  the  finf,  if  not  the 
first,  of  the  respectable  contribotinns  of  Amer- 
ican navigators  to  the  general  stock  of  know- 
ledge relative  to  the  condition  of  man.  Its 
author  has  traversed  almost  every  sea,  and  vis- 
ited every  important  place,  in  the  southern 
hemisphere;  and,  with  an  eye  ever  watchful 
for  interesting  facts,  and  a  happy  talent  in  re- 
cording them,  he  has  succeeded  in  prnducitig 
a  most  instnictive  volume.  .  .  .  We  have  no 
doubt  that  it  w  ill  find  its  way  into  every  library 
in  our  country,  and  secure  a  perusal  from  many 
a  '  fireside  trtvetler'  who  desires  an  acquaint- 
ance with  the  world  without  venturing  the  per- 
ils of  the  deep." — The  Prttbyterian, 


THE  WORKS  OF  THE 
REV.  ROBT.  HALL,  A.M. 
With  a  brief  Memoir  of  his 
Life,  by  Dr.  Gregory,  and  Ob- 
servations on  his  Character  as 
a  Preacher,  by  Rev.  John  Fos- 
ter. Edited  by  Olinthcs 
Gregory,  LL.D.  In  3  vols. 
8vo.     With  a  Portrait. 

"  We  cannot  too  highly  commend  this  work 
to  the  notice  of  the  public,  whether  we  regard 
the  pure  and  elevated  principles  it  contains,  or 
the  mtellectual  vigour  with  which  they  are  ex- 
pmsed.  Robert  Hall  was  no  ordinary  man. 
His  mind  communed  with  eternal  truth,  Awi. 
drawing  from  this  fountain,  he  was  ahle  to  rivet 
the  attention  of  his  hearers;  and  he  yet  speaks, 
by  his  writings,  in  a  language  which  cannot 
fail  to  interest  aod  delight  both  the  scholar  anc 
the  Christian."— A'ei«- For*  Jmtmat  of  Com- 


14 


Works  Published  by  Harper  cj-  Brothers. 


A    HISTORY    OF     THE 

CHURCH,  from  the  Earliest 
Ages  to  the  Reformation.  By 
the  Rev.  George  Wadding- 
ton,  M.A.     8vo. 

This  elaborate  and  extremely  nluable  work 
contains  the  bistory  of  the  Christian  Religion 
from  the  eslai<lishment  of  the  first  Christian 
church,  soon  after  the  resurrection  and  ascension 
of  its  Divine  Founder,  to  Uie  Lutheran  Reforma- 
tion ;  a  period  of  fifteen  centuries.  It  is  com- 
piled from  the  most  authentic  materials, — and 
in  all  disputed  questions,  the  study  of  the  writer 
has  been  to  give  that  account  which  at  once  ap- 
pears the  most  probable  and  unites  the  suffrages 
of  the  greatest  number  of  authorities.  It  is 
recogni^  generally  by  theologians  as  the  most 
clear,  accurate,  and  comprehea^ive  ;  and  the 
arrangemest  is  esteemed  particularly  judicious. 
The  advantages  to  be  derived  from  the  study 
of  Ecclesiastical  History  are  too  great  and 
numerous  to  be  even  aJluded  to  in  this  brief 
notice ;  it  is  enough  to  mention  that  not  the 
least  among  them  is  the  inculcation  of  a  chari- 
table spirit,  necessarily  resulting  from  the  con- 
viction forced  upon  the  mind  of  the  reader, 
that  from  the  weakness  of  our  nature,  diversity 
of  opinion  seems  to  be  inseparable  from  reli- 
gious belief,  and  has  never  proved  dangerous  to 
the  happiness  of  society,  except  when  bigotry 
aiid  po  wer  have  endeavoured  to  restrain  it,  and 
enforce  conformity  by  violence  and  persecu- 
tion. 


MEMOIR  OF  THE  LIFE 
OF  WM.  LIVINGSTON; 
Member  of  Congress  in  1774, 
1775,  and  1776  ;  Delegate  to 
the  Federal  Convention  in  1787, 
and  Governor  of  the  State  of 
New-Jersey  from  1776  to  1790. 
With  Extracts  from  his  Corre- 
spondence, and  Notices  of  Va- 
rious Members  of  his  Family. 
By  Theodore  Sedgwick,  Jun. 
8vo.     With  a  Portrait. 

This  work  embraces  at  clear  and  interesting 
account  of  the  life  and  character  of  an  eminent 
and  excellent  man,  distingiiisbed  for  learning 
and  tateuls,  and  the  most  exemplary  and  patri* 
o'ic  devotion  to  the  li)?erties  ana  independence 
of  his  country.  It  is  written  in  an  unureteod- 
io;  manner,  and  with  a  commendable  freedom 
Cmm  the  sin  of  exag^ration,  which  is  so  apt  to 
beset  biosiaphers,  and  is  highly  valuable  as  an 
acquisition  to  our  revolutionary  annals. 


NARRATIVE  OF  AN 
EXPEDITION  THROUGH 
THE  UPPER  MISSISSIPPI 
TO  ITASCA  LAKE,  the  ac- 
tual Source  of  this  River  ;  em- 
bracing an  Explanatory  Trip 
through  the  St.  Croix  and  Burnt- 


wood  (or  Broule)  Rivers,  in 
1832 ;  under  the  direction  of 
Henry  R.  Schoolcraft.  In 
1  vol.  8vo. 

This  volume  contains  a  narrative  of  ibe  thiri 
attempt  made  by  tbe  Governmenl  of  the  United 
States  to  discover  the  sources  of  the  Mississippi 
River, — prepared  by  Mr.  Schoolcraft,  uuder 
whose  command  the  expedition  was  placed. 
The  jouroey  was  commenced  early  in  IS32, 
and  the  main  object  was  effected,  by  the  dis- 
covery of  the  real  source,  in  3u\j  of  the  same 
year.  But  in  connexion  with  this  object,  Mr. 
Schoolcraft  was  directed  to  visit  the  numerous 
tribes  of  Indians  inhabiting  the  jemote  North- 
wettem  Territory,— and  the  remainder  of  that 
and  part  of  the  next  year  were  devoted  to  the 
accomplishment  of  this  secondary  object.  The 
details  ^ven  of  these  hitherto  almost  unknown 
tribes  are  minute^  very  interesting,  and  unques- 
tionably authentic  The  whole  Narrative  is 
extremely  entertaining,  and  full  of  curious  and 
useful  information. 


ESSAYS  ON  THE  PRIN- 
CIPLES OF  MORALITY, 
AND  ON  THE  PRIVATE 
AND  POLITICAL  RIGHTS 
AND  OBLIGATIONS  OF 
MANKIND.  By  Jonathan 
Dymond.  With  a  Preface,  by 
the  Rev.  George  Bosh,  M.A. 
In  1  vol.  8vo. 

The  highest  encomiams  have  been  lavished 
upon  this  work,  lioth  here,  and  in  England,  and 
its  reputation  has  advanced  with  ^reat  rapidity, 
although  two  or  three  years  elapsed  aner  its 


life  in  mercantile  purauits.  The  iTssays  were 
not  published  until  after  his  death*  and  tbe  tal< 
ents  and  leamiue  of  their  author  were  perfectly 
unknown  beyond  the  circle  of  his  immedi.i'e 
friends  and  intimates.  His  views  in  the  diffi* 
cult  and  important  science  of  Ethics  are  mucli 
admired  for  their  depth,  consistency,  and  uni- 
form subjection  to  the  principles  of  reli.;ioi!$ 
truth  ;  they  are  the  doctrines  of  a  philosopher, 
of  a  Christian  philosopher,  in  the  stncteitt 
meaning  of  the  term.  His  strictures  upon  the 
opinions  of  other  metaphysicians,  though  ex- 
pressed with  great  force  and  boldness,  arere- 
markaUe  for  the  calmness  and  charity  of  the 
language  in  which  tliey  are  conveyed. 


LETTERS  AND  JOUR- 
NALS OF  LORD  BYRON ; 
with  Notices  of  his  Life.  By 
Thomas  Moore,  'Esq.  Li  2 
vols.  8vo.     With  a  Portrait. 

By  unbiased  critics  Byron's  Lttiert  have  been 
prODOunced  equal,  if  not  superior,  in  point  of 
vi)50ur,  interest,  variety,  and  liveliness,  to  any 
that  have  yet  adorned  tliis  branch  of  our  litera- 
ture. The  present  edition  is  printed  on  larga 
type  and  good  paper,  and  id  a  convenient  foim. 


Works  Published  by  Harper   cj-  Brothers. 


m 


A  DIGEST  OF  THE  LAWS 
OF  ENGLAND  RESPECT- 
ING REAL  PROPERTY.  By 
William  Cruise,  Esq.  With 
Notes,  &c.,  by  Thomas  Hun- 
tington, Esq.  A  New  Edi- 
tion.    In  3  vols.  8vo. 

In  this  valuable  legal  book  of  reference,  all 
the  decisions  in  the  English  Courts  of  King's 
Bench  and  Common  Pleas,  I'rom  the  time  of 
Charies  the  Second,  are  collected  and  carefully 
arranged  under  proper  heads.  Numerous  edi- 
tions have  been  published  in  England,  and 
several  in  this  country,— but  this,  the  latest  of 
all,  is  also  the  most  complete  and  useful,  as  it 
contains,  in  addition  to  the  English  decisions, 
those  in  our  own  Courts,  by  which  the  authority 
of  the  former  is  either  modified  or  altogether 
annulled.  The  form,  too,  is  more  convenient 
than  that  of  any  previous  edition,  and  the  price 
considerably  less.  Cruise's  Digest  is  an  in- 
dispensable item  in  every  lawyer's  library  ; 
and  as  a  book  of  reference,  from  the  clearness 
»nd  judicious  method  of  its  arrangement,  Uie 
saving  of  time  in  a  single  year  is  worth  much 
more  than  the  cost  of  the  volumes. 


ENGLAND  AND  AMER- 
ICA :  a  Comparison  of  the 
Social  and  Political  State  of 
both  Nations.     In  1  vol.  8vo. 

This  is  unquestionably  one  of  the  most  pow- 
erful and  exciting  books  that  have  ever  oeen 
written  upon  the  moral  and  social  condition  of 
mankind  as  actually  existing  in  any  countries. 
It  is  a  comparison,  close,  vigorous*  and  search- 
ing, between  two  of  the  most  powerful  nations  of 
me  world,  in  which  all  that  is  great  and  noble 
and  imposing  in  both  is  delineated  with  ex- 
ceediDg  felicity,  while  (he faults,  the  vices,  and 
the  misery  which  exist  in  each,  but  happily  in 
widely  different  proportions,  are  exhibited^  with 
startling  effect  of  contrast,  not  only  in  their  fea- 
tures, but  their  causes.  The  political  evils  of 
Kngland,  its  disproportionate  wealth  and  hope- 
less poverlyj  its  splendour  and  its  crime,  its 
brilliant  achievements  in  science  and  literature 
on  the  one  hand,  and  the  dreadful  ignorance  of 
a  large  portion  of  its  population  on  the  other, 
are  described  with- thrilling  jwwer.  The  book 
has  been  severely  attacked  in  England  for  its 
motives,  but  iis  facts  have  never  been  disputed. 


LIFE  OF  THE  REV.  ROB- 
ERT HALL.  By  Olinthus 
Gregory,  LL.D.  &c.  8vo. 
With  a  Portrait.  (Embraced 
in  the  third  volume  of  Hall's 
complete  works.) 

Dr.  Gregory  has  traced  Mr.  Hall  from  child- 
hood to  maturity^  from  maturity  to  his  death, 
and,  throughout,  has  presented  a  plain,  simple, 
accurate,  and  full  account  of  him.  He  has 
also  traced  him  in  his  social  and  moral  rela- 
tions, and  has  showed  how  his  fine  talents  and 
acquirements  became  subordinated  to  the  power 
of  Divine  grace,  and  devoted  to  the  promotion 
of  the  glory  of  God  and  the  happiness  of  maih 


THE  LIFE  OF  JOHN  JAY  : 
with  selections  from  his  Cor- 
respondence and  Miscellaneous 
Papers.  By  his  Son  William 
Jay.  In  2  vols.  8vo.  With  a 
Portrait. 

It  would  be  doing  injustice  to  the  American 
public  to  suppose  that  they  do  not  take  an  in- 
terest in  knowing  the  characters  and  actions 
of  those  to  whom  they  are  indebted  for  the  lib- 
erty and  prosperity  they  now  enjoy.  Mr.  Jay, 
it  will  be  remembered,  stood  high  among  those. 
who  devoted  themselves  to  the  service  of  their 
country,  and  acquired  a  title  to  its  gratitade. 
The  present  work,  casting  much  new  and  valu< 
able  light  on  our  early  history,  and  being,  in 
all  respects,  worthy  of  its  great  subject,  cannot 
therefore  fail  to  prove  highly  interesting  and 
valuable;  and  such,  in  fact,  it  has  been  pro- 
nounced by  all  who  have  perused  it. 


SKETCHES  OF  TURKEY 
IN  1831  AND  '32.  By  an 
American.  8vo.  With  nu- 
merous Engravings. 

"  We  do  not  hesitate  to  recommend  it  as  one 
of  the  most  entertaining  books  of  travels  which 
have  fallen  in  our  way  for  along  time.**— iV.  Y, 
American, 

"  This  is  truly  a  work  of  a  superior  order, 
which]  may  be  transmitted  to  Europe  with  con- 
fidence."— Tht  National  Gazette. 

"A  most  entertaining  and  instructive  work, 
written  with  spirit  and  ease,  and,  we  doubt 
not,  with  perfect  candour.  Such  a  book  was 
much  wanted." — N.  F,  Standard. 

"  We  are  happy  to  see  that  the  high  opinion 
we  expressed  of  this  work  is  more  thajt  con- 
firmed by  the  united  voice  of  the  press  as  well 
as  by  the  multitude  of  its  refers." — *Y.  K. 
Traveller. 

A  DICTIONARY  of  THE 
HOLY  BIBLE.  Containing 
an  Historical  Account  of  the 
Persons  ;  a  Geographical  and 
Historical  Account  of  Places,; 
a  Literal,  Critical,  and  System-: 
atical  Description  of  other  Ob- 
jects, whether  Natural,  Artifi- 
cial, Civil,  Religious,  or  Mili- 
tary ;  and  an  Explanation  of 
the  Appellative  Terms  men- 
tioned in  the  Old  and  New 
Testaments.  By  the  Rev.  John 
Bbown,  of  Haddington.  With 
a  Life  of  the  Author,  and  an  Es- 
say on  the  Evidence  of  Chris- 
tianity. Complete  in  one  vol- 
ume, 8vo. 

It  may  not  be  improper  to  inform  the  public 
that  the  present  is  the  only  •ptrfut  edition  of 
this  work  published  in  the  United  States. 


16 


Works  Published  by  Harper  ^  Brothers. 


THE  BOOK  OF  NATURE. 
By  JoH^f  Mason  Good,  M.D., 
F.R.S.  To  which  is  now  pre- 
fixed, a  Sketch  of  the  Author's 
Life.  Complete  in  one  volume, 
8vo. 

"  This  wort  il  certainly  the  best  philo«oph- 
ic^  digest  of  the  kind  which  we  have  seen." — 
ManttUy  Jteoieio. 


ENGLISH  SYNONYMES, 
with  Copious  Illustrations  and 
Explanations,  drawn  from  the 
best  Writers.  A  New  Edition. 
By  G.  Crabb.     8vo. 

No  person  who  has  not  seen  Mr.  Crabb's 
work  can  conceive  the  number  of  synonynjes 
in  the  English  languige.  Every  scholar,  and 
all  professiooat  and  public  men  ought  to  possess 
themselves  of  this  work.  Indeed,  no  person 
can  read  or  write  understandingly  without  be- 
iag  familiar  wiih  the  legitimate  definition  of 
the«e  innumerable  synonymes. 

"A  work  of  such  general  credit  among 
scholars  needs  no  word  of  commendation  with 
reference  to  ils  design  and  execution."— K  S. 
Oautte. 


MEMOIRS  OF  THE  LIFE 
AND  CORRESPONDENCE 
OF  MRS.  HANNAH  MORE. 
By  William  Roberts,  Esq. 
In  2  vols.  12mo.  With  a  Por- 
trait, from  the  picture  by  Opie. 

These  Memoirs  present  a  mass  of  literary 
CMTCspondence  to  which,  since  the  publication 
oiHaylty's  Life  of  Cowptr,  or  BonoelVi  Lift 
cf  Johiuan,  there  has  been  no  parallel.  The 
PArrative  is  principally  carried  on  bv  the  me- 
dium of  this  correspondence.  The  letteni  of 
Mrs,  More  herself,  of  which  there  are  more  than 
thrtt  hundrti,  are  interwoven  with  letters  by 
Mrs.  Monlatu,  Sir  W.  W.  Pepys,  Lord  Orford, 
Dr.  Langhorne,  Mr.  Garrick,  Mrs.  Boscawen, 
Bishop  Porteus,  Archbishop  Magee,  Rev.  J. 
Newton,  Rev.  R.  Cecil,  Mr.  Stephen,  Mrs. 
Kennicoll,  Bishop  Home,  the  Duchess  of  Glou- 
cester, Lady  Cremome,  Lr>rd  Teignmnuth,  Lord 
Barham,  Bishop  Watson,  Bishop  Barrington, 
Dean  Tucker,  Mrs.  Chapone,  Mrs.  Carter,  Mrs. 
Barhiuld,  Mrs.  Siddons,  the  Rev.  T.  Gisborne, 
and  many  other  well-known  public  characters. 
In  point  of  incident,  it  is  equally  well  stored  ; 
passing  in  review  all  the  leadinr  events  of 
the  Ust  half<entury,  and  giving  details  which 
are  full  of  interest,  of  thelast  days  of  Garrick. 
Dr.  Johnson.  Dr.  Kennicott,  Bishop  Home, 
Bishop  Porteus,  and  o'her  distinguished  and  in- 
tituate  friends  of  Mrs.  More. 


TRAVELS  AND  RE- 
SEARCHES  IN  CAFFRA- 
RIA :  describing  the  Charac- 
ter, Customs,  and  Mora!  Con- 
dition of  the  Tribes  inhabiting 


that  portion  of  Southern  Af- 
rica. By  Stephen  Kay.  12mo. 
With  Maps  and  Plates. 

It  haa  often  been  remarked,  how  much  the 
cause  of  science  as  well  as  that  of  religion  it  in- 
debted to  the  zeal  and  courage  and  persevering 
labour  of  the  Missionaries.  The  valuable  and 
interesting  work  of  Mr.  Ellis  on  the  Polyne- 
sian Islands  was  a  striking  illustration  of  this 
fact,  and  the  production  of  Mr.  Kay,  another 
Misuonary,  is  not  leas  worthy  of  admiration. 
Be  resided  for  many  years  far  in  the  interior  of 
Caffraria,  making  himself  familiar  with  the 
character,  history,  manners,  and  condition  of 
the  natives,  while  at  the  same  time  actively  en* 
ga^  in  imparting  to  them  the  light  of  the 
Christian  Revelation.  His  description  of  the 
country  in  which  he  laboured,  and  its  inhabit- 
ants, is  copious,  minute,  and  accurate,  and  the 
personal  narrative  with  which  it  is  connected  is 
such  as  veiT  deeply  to  engage  the  reader^  inter- 
est and  feelings. 


POLYNESIAN  RE- 
SEARCHES during  a  Resi- 
dence of  nearly  Eight  Years 
in  the  Society  and  Sandwich 
Islands.  By  William  Ellis. 
In  4  vols.  12mo.     Engravings. 

"  This  is  the  most  interesting  work,  in  all  its 
parts,  we  have  ever  perused." — Quarterly  Rev. 

"TTiesimplicity  of  the  narrative,  the  graphic 
beauty  of  many  of  the  descriptions,  and  the 
moral  grandeur  of  the  whole  subject  of  thebe 
volumes,  are  calculated  to  produce  the  most 
powerful  and  salutary  impression  on  every  re- 
ligious and  cultivated  mind.-' — Omxt's  Dis- 
course on  tfu  South  Sea  Mission. 

"Mr.  Ellis's  volumes  are  replete  with  the 
most  interesting  details,  illustrative  as  well  of 
the  former  condition  and  history  as  of  the  pre*- 
ent  state  of  the  South  Sea  Islanders.  They  com- 
prise a  mass  of  curious  and  highly  entertaining 
inromiatinn  respecting  their  manners,  customs, 
and  trad  it  ions.  ^'Edecttc  Review. 


THE  COMFORTER;  or, 
Extracts  selected  for  the  Con- 
solation of  Mourners,  under  the 
Bereavement  of  Friends  and 
Relations.  By  a  Village  Pas- 
tor.    12mo. 

This  work  is  intended  to  sa?»est  topics  of  re- 
ligious consolation  to  the  at^icted ;  aai  Ihti 
Christi.-in  community  are  assuredly  under  great 
obligations  to  the*' V'illage  Pastor"  for  his  suc- 
cessful attempt  to  exhibit  to  them  at  once  the 
comforts  which  flow  in  upon  the  bereaved  an  I 
distressed  believer.  In  the  happy  selectioni  he 
has  made,  he  has  had  particular  regard  to  the 
writings  of  such  men  as  were  experienced  in 
the  ways  of  affliction,  and  over  whom  it  has 
shed  i*s  sanctifyin.^  influence.  It  has  been 
warmly  recommended  by  clergymen  of  difl^- 
ent  denominatiooSj  as  we'll  as  by  the  relJ^ouf 
periodicals. 


Classical  Works  Published  by  Harper  <f-  Brothers.         17 


XENOPHOJV  (Anabasis, 
translated  by  Edward  Spel- 
MAN,  Esq.,  and  Cyropaedia,  by 
the  Hon.  Maurice  A.  Cooper) 
In  2  vols.  18mo.     Portrait. 

**  Spelman's  Anabasis  is  one  of  tbe  most 
accurate  and  elegant  translations  that  an;  lan- 
guage has  producd."— Otfcion. 

"A  very  faithful  and  useful  version."— 
Clarke's  Jlibliographical  Mitc^Uany. 


THE  ORATIONS  of  DE- 
MOSTHENES. Translated  by 
Thomas  Leland,  D.D.  In  2 
vols.  18mo.     With  a  Portrait. 

**  In  the  translation  of  Demostheoes  Leiand 
unites  the  man  of  taste  with  the  man  of  learn- 
ing, and  shows  himself  I o  have  possessed,  not 
only  a  comptlent  knowledge  of  the  Greek  lan- 
goage,  but  that  clearness  in  his  own  conceptions, 
and  that  animation  in  his  feelings,  which  ena- 
bled him  to  catch  the  real  meaning,  ind  to  pre- 
serve tbegenuinespirit,  of  the  most  perfect  ora- 
tor Athens  ever  prclduced." — Parr. 

"  SALLUST.  Translated  by 
William  Rose,  M.A.  With 
Improvements  and  Notes.  In 
1  vol.  18mo.     Portrait. 

The  translation  of  Sallust  by  Dr.  Rose  has 
been  recommended  in  the  Bibliographical  Mis- 
cellany, as  "a  vei7  faithful,  accurate,  and  ex- 
cellent version."  The  acknowledgments  of  the 
Kditor  are  justly  due  to  the  liberality  of  Sir 
Henry  Steuari,  Bart.,  by  whom  he  has  been  per- 
mitted to  avail  himself  of  his  elegant  Transla- 
tion of  the  Roman  Historian,  with  many  learned 
notes;  a  selection  from  which  has  served  to 
enrich  the  present  edition. 


'  C^SAR.  Translated  by 
William  Duncan.  In  2  vols. 
ISnio.     With  a  Portrait. 

The  above  translation  of  Caesar's  Commenta- 
ries is  taken  from  the  celebrated  edition  of  the 
late  Dr.  Clarke,  printed  for  J.  Tonson  in  1712. 
All  possible  caxe  has  been  taken  to  render  it  ex- 
act, and  to  preserve  the  distinctness  and  perspi- 
cuity of  expression  for  which  the  original  is  to 
justly  famous. 


VIRGIL.  The  Eclogues 
translated  by  Wrangham,  the 
Georgics  by  Sotheby,  and  the 
.^neid  by  Drydbn.  In  2  vols. 
18mo.     With  a  Portrait. 

"Virgil  is  no  less  admired  as  a  virtuouSf  in- 
^niouB,  and  judicious  author,  than  as  an  in- 
comparable poet  and  excellent  philosopher. 
His  works,  which  are  replete  with  richness  of 
•entiment,  ele^nce  of  expression,  and  a  happf 
intemiixture  of  useful  and  entertaining  precepts 
and  descriptions,  will  be  read  and  esteemed  as 
lonj^ms  solid  judgment  and  classical  taste  remain 
among  manJcind." — Mr-lnioth. 

"  Uryden's  version  a[  tbe  £aeid  is  the  most 


noble  and  spirited  translatiOB  I  know  in  any 
language."— /'ojjc. 

'1  he  iranslation  of  the  Eclogues  has  been  re- 
vised and  correcled  by  Archdeacon  Wrangham, 
who  ha»  also  supplied  many  valuable  notes, 
chiefly  collected  from  Mariyn,  Penn,  &c.  The 
Georgics  are  rcprinied  from  the  last  edition  of 
Mr.  .Sotheby's  excellent  translaiion,  of  which 
the  Editor  of  the  Bibliographical  Miscellany 
speaks  in  terms  of  high  commendation. 


CICERO.  The  Orations 
translated  by  Duncan,  the  Of- 
fices by  CocKMAN,  and  the  Cato 
and  Laelius  by  Melmoth.  In  3 
vols.  18mo.     With  a  Portrait. 

*'  Duncan's  Cicero  is  well  knowu  as  an  ele- 
gant transla'ion  of  more  than  ordinary  merit." 
—Monthly  Review. 


.^SCHYLUS.  Translated 
by  the  Rev.  R.  Potter,  MjV. 
In  1  vol.  18mo. 

"  The  translator  has  happily  preserved  tliat 
dignity  nf  style,  that  bold  and  descriptive  im- 
ager)-,  for  which  the  author  is  peculiarly  distin- 
guished,"—Crt(ica2  Review. 

SOPHOCLES.  Translated 
by  Thomas  Francklin,  D.D- 
18mo.     With  a  Portrait. 

"This  translation  is  remarkably  close  and 
concise,  and  the  languaj^e  is  easv  and  natural, 
and  suited  to  the  sentiments,  in  a  word,  the 
English  poet  seems  to  have  preserved  that  ele- 
gance and  simplicity,  for  which  the  Grecian  it 
■0  deservedly  sidmired." — Monthly  Review. 


EURIPIDES.  Translated 
by  the  Rev.  R.  Potter,  M.A. 
In  3  vols.  18mo.     Portrait. 

"  a  correct  translation,  always  faithfuT^ 
sometimes  elevated." — Bibliographical  Mis- 
cellany. 


HORACE  AND  PH.^- 
DRUS.  In  2  vols.  18mo.  In 
which  are  introduced  Transla- 
tions of  different  parts  of  Horace 
by  Dryden,  Pope,  Swift,  Per- 
son, Bentley,  Milton,  Cowper, 
Cowley,  Johnson,  Chatterton, 
Addison,  Lord  Byron,  Croly, 
Barry  Cornwall,  Ralph  Bernal, 
A.  Wrangham,  C.  A.  Wheel- 
wright, H.  Hall  Joy,  Sir  J.  C. 
Hobhouse,  R.  Montgomery,  J, 
Merivaie,  Rev.  J.  Mitford, Leigh 
Hunt,  &c.  &c.  With  a  Por- 
trait of  Horace. 


18 


Juvenile  Works  Published  by  Harper  4"  Brothers. 


LIVES  OF  THE  APOS- 
TLES AxND  EARLY  MAR- 
TYRS OF  THE  CHURCH. 
By  the  author  of  "  The  Trial 
of  Skill."     18mo. 

The  style  is  beautifully  simple,  and  the  nar- 
rative is  interspersed  with  eonfimeDtsaiMl  reflec- 
tions remarkable  for  their  devout  spirit,  and  for 
the  clearness  with  which  they  elucidate  whaiev- 
er  might  appear  to  the  mind  either  contradictory 
or  uninteiligible.  It  is  impossible  for  any  child 
to  read  these  affecting  histories  without  becom- 
ias  interested :  aiul  the  interest  is  so  directed 
and  improved  as  to  implant  and  fos:er  the 
purest  principle*  of  religion  and  morality. 
The  most  esteemed  religious  publications 
throughout  the  Union  have  joined  in  cordial  ex- 
pressions of  praise  to  this  work. 


THE  SWISS  FAMILY 
ROBINSON  ;  or,  Adventures 
of  a  Father  and  Mother  and 
Four  Sons  on  a  Desert  Island. 
The  Progress  of  the  Story  form- 
ing a  clear  Illustration  of  the 
first  Principles  of  Natural  His- 
tory, and  many  Branches  of 
Science  which  most  immedi- 
ately apply  to  the  Business  of 
Life.  In  2  vols.  18mo.  With 
Engravings. 

The  purpose  of  this  pleasing  story  is  to  cod 
vey  instruction  in  the  arts  and  Natural  History, 
and,  at  the  same  time,  to  inculcate  by  ezamf>le 
principles  which  tend  to  the  promotion  of  social 
happiness.  Every  one  has  heard  of  Robinson 
Crusoe^  and  the  uarivalled  and  lon^-coniinued 
popularity  of  that  admirable  narrative,  proves 
that  the  tastes  and  feelings  to  which  it  addresses 
itself  are  among  the  strongest  and  most  univer- 
sal which  t>etong  to  human  nature.  The  ad- 
veolures  of  the  Swiss  family  are  somewhat  sim> 
iUr  in  character,  and,  of  course^  in  interest :  and 
they  illustrate,  in  the  most  forcible  and  pleasing 
maaner,  the  eflBcacy  of  piety,  industry,  inge- 
nuity, and  good-temper,  in  smoothing  diflScuI- 
ties  and  procuring  enjoyments  under  the  most 
adverse  circumstances.  The  story  abounds  with 
instruction  and  entertainment,  and  well  deserves 
i  upon 
books 


THE  ORNAMEMTS  DIS- 
COVERED. By  Mrs.  Hughs. 
18mo.     Engravings. 

The  reputation  of  Mrs.  Hughs  (of  Pbiladel- 
phia»  as  an  agreeable  and  instructive  writer  is 
already  firmlv  established.  She  has  done  much 
for  youth,  ao^  the  present  volume  will  adJ  to 
the  obligations  (hey  owe  her.  It  is  written  with 
plainness,  yet  elegance  ;  and  the  story,  while  it 
iDCuicates  useful  lessons  in  morality  and  religion, 
WiS^i/^  found  exceedingly  interesting. 


SUNDAY  EVENINGS,  or, 
an  easy  Introduction  to  the 
Reading  of  the  Bible.  [De- 
signed for  Sunday  Reading  and 
Sunday-School  Libraries.]  3 
vols.  18nio.  With  Engrav- 
ings. 

1  he  title  of  this  excellent  little  work  suffi- 
ciently explains  its  object.  As  an  iulrxiuc'ion 
lo  the  knowledge  of  Scripture  History,  and  aa 
incentive  to  the  study  of  the  Sacred  Volume,  it 
is  calculated  to  produce  the  most  happy  edectt 
upon  the  minds  of  children ;  and  the  simplicity 
of  the  language  preserves  to  Ihe  story  all  those 
charms  which  are  inherent  in  the  narrative,  but 
are  sometimes  lost  to  very  youthful  readers  by 
their  want  of  a  perfect  understanding  of  the 
words  they  read.  Besides  a  developei  and 
connected  view,  in  easy  language,  of  the  Scrip- 
ture story  itself,  ttie  author  has  endeavoured  to 
intersperse  in  the  narrative  such  uotices  of  the 
countries  spoken  of,  together  with  such  refer- 
ence's to  the  New  Testament  and  practical  re- 
marks, OS  would  tend  lo  make  (be  book  either 
more  interesting,  more  intellectually  imiiroving, 
or  more  valuable  in  a  moral  and  religious  light : 
and  it  cannot  fail  of  obtaining  the  approbation 
of  all  judicious  and  pious  parents,  aud  of  prov- 
ing, by  the  blessing  of  Gnd,  an  assistance  to  tho 
C^stiau  mother,  in  giving  to  her  children  an 
early  knowledge  and  love  of  his  Sacred  Word. 


THE  SON  OF  A  GE- 
NIUS. A  Tale,  for  the  Use 
of  Youth.  By  Mrs.  Hofland. 
18mo.     Engravings. 

This  admirable  story  has  been  too  long  fatnt* 
liar  to  the  public — at  least  lo  that  portion,  of  it 
which  has  advanced  beyond  the  peruid  of  child* 
hood— to  require  either  eulog>'  or  description. 
It  has  for  many  years  maintained  its  place 
among  the  best  and  most  esteemed  juvenile 
works  tB  the  English  language ;  and  its  popu- 
larity is  easily  accounted  for  by  the  touching  in- 
terest of  tlie 'incidents,  and  the  purity  of  the 
firinciples  it  inculca'es  both  of  wisdom  and  re- 
igion.  I'he  publishers  were  induced  to  reprint 
it,  partly  by  the  advice  and  solicitations  of 
their  friends,  and  their  own  knowledge  of  its 
merits,  and  partly  by  the  consideration  that  it 
has  long  been  out  of  print,  and  that  it  was  very 
difScuU  to  procure  a  copy. 


NATURAL  HISTORY; 
or,  Uncle  Philip's  Conversa- 
tions with  the  Children  about 
Tools  and  Trades  among  the 
Inferior  Animals.  18mo.  With 
numerous  Engravings. 

This  work  has  deservedly  received  the  high- 
est encomiums,  not  only  for  the  extent,  utility, 
and  interesting  nature  of  the  information  it  con- 
veys, but  also  for  the  skill  with  which  the  ideaj 
and  laiigiiA^e  are  adapted  to  the  tastes  as  well 
as  the  capacities  of  youthful  readcR.  But 
these  are  not  its  only  or  its  greatest  merits:  its 
highest  claims  to  praise  are  the  tone  of  sincQ>« 
and  earnest  piety  which  pervades  the  conversa. 
lions,  and  the  excellence  of  the  precepts  drjwa 
from  the  wooden  they  disclose. 


Juvenile  Works  Published  hj  Harper  cf  Brothers.         \Pf 


INDIAN  TRAITS;  BE- 
ING SKETCHES  OF  THE 
MANNERS,  CUSTOMS, 
AND  CHARACTER  of  the 
NORTH  AMERICAN  NA- 
TIVES. By  B.  B.  Thatcher, 
Esq.  In  2  vols.  18mo.  With 
numerous  Engravings. 

The  appearAnce,  character,  and  habits  of  the 
North  American  ludians  have  long  b«n  a  £a- 
voiirile  and  fertile  theme  for  writers  as  well 
as  readers^  and  accurate  descriptions  of  them 
a«  eouilly  instructive  and  agreeable.  These 
form  the  subject  of  the  present  volumes,  and 
they  are  admitted  to  contain  much  correct  and 
interesting  information.  A  larger  work,  by  the 
same  author,  entitled  "Indian  Biography," 
treats  of  the  history  of  those  remarkable  mem- 
bers of  the  human  fumily  :  the  work  now  uaier 
considera  iun  makes  no  pretensions  to  that 
ckaiacler,  but  is  entirely  descriptive  ;  and  it  is 
entitled  to  high  praise,  not  only  as  being  the 
first  attempt  to  render  the  subject  attractive  to 
general  readers,  but  also  for  the  ability  with 
which  the  object  is  accomplished. 


TALES  FROM  AMERI- 
CAN    HISTORY.      By    the 

Author  of  "  American  Popular 
Lessons."  In  3  vols.  18mo. 
With  Engravings. 

The  writer  of  these  Tales  has  had  in  view 
two  chief  purposes,— the  one  lo  convey  to  the 
juvenile  reader  a  general  idea  of  the  incidents 
connected  with  the  discovery  and  subsequent 
history  of  tha  American  continent ;  the  other  to 
excite  an  interest  in  the  subject  which  shall 
create  a  desire  for  more  minute  and  extensive 
information.  These  purposes  have  been  effect- 
ed with  much  succea,and  the  volumes  will  be 
lound  instructive  and  entertaining.  In  the  ma- 
jority of  ia-itances,  the  Tales  have  been  selected 
with  reference  to  the  illustration  of  some  moral 
principle :  and  the  frequent  opportunities  af- 
forded for  the  introduction  of  reuecltons  leading 
to  the  cultivation  of  piety  and  religion  have  been 
ably  and  zealously  improved.  Asa  school-book, 
this  collection  of  Historical  Tales  is  calculated 
to  be  emineulty  serviceable:  and  there  can  be 
no  doubt  that  their  introduction  into  seminaries 
will  be  attended  with  both  pleasure  and  advan- 
tage to  the  scholars 

EVIDENCES  OF  CHRIS- 
TIANITY  ;  or,  Uncle  Philip^s 
Conversations  with  the  Children 
about  the  Truth  of  the  Chris- 
tian Religion.  l8mo.  With 
Engravings. 

In  this  excellent  little  work  a  very  difficult 
task  has  been  undertaken,  and  succe^fully  ac- 
complished ;  that  of  making  both  attractive  and 
intelligible  to  the  minds  of  the  young,  the  great 
and  striking  evidences  by  which  the  truth  of  our 
divine  religion  is  established.  The  manner  in 
which  the  subject  is  treated  is  both  novel  and 
ingenious  ;  and  so  much  of  narrative  is  mingled 
with  the  argument  as  to  make  it  not  only  im- 
pressive, but  highly  inierestiHj. 


THE  YOUNG  CRUSOE, 
or,  the  Shipwrecked  Boy.  Con- 
taining an  Account  of  his  Ship^ 
wreck,  and  Residence  for  Seve 
ral  Months  alone  upon  an  Unii> 
habited  Island.  By  Mrs.  Hop 
LAND.      ISmo.     Engravings. 

Mrs.  Hofland}  the 'admirable  author  <if  the 
"  Son  of  a  Genius,"  and  other  excellent  juvenile 
productions,  is  also  the  writer  of  this  pleasing 
story.  In  its  plan  and  objects  it  is  somewhat  simi- 
lar to  ilie  Swiss  Family  Robinson;  and,  like  it, 
will  be  read  with  delight  by  every  little  boy  or 
girl  who  can  sympathize  in  the  misfortunes,  or 
rejoice  in  (he  comforts  aodenjoymenls  of  another. 
The  style,  the  incidents,  and  the  pervading  spirit 
are  all  in  the  highest  degree  excellent,— as,  in- 
deed, are  all  the  writings  of  this  accomplished 
and  amiable  autlior.  The  culture  of  the  youth- 
ful mind  requires  talents  of  a  peculiar  charac- 
ter;  and,  when  accomplished  with  abiliiv,  re- 
flects the  highest  credit  upon  the  successful 
teacher.  None  have  been  more  successful  than 
Mrs.  Holland  ;  and  her  name  alone  is  a  suffi- 
cient wamint  for  the  merits  of  any  book  to 
which  it  is  appended. 


PERILS  OF  THE  SEA; 
being  Authentic  Narratives  of 
Remarkable  and  Affecting  Dis- 
asters upon  the  Deep.  With 
Illustrations  of  the  Power  and 
Goodness  of  God  in  wonderful 
Preservations.   18mo.  Engv'gs. 

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21 


NARRATIVE  ov  a  VOY- 
AGE TO  THE  SOUTH  SEAS, 
in  1829-1831.  By  Abby  Jane 
MoRKELL,  who  accompanied 
her  husband,  Capt.  Benjamin 
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*  Gridiron  Roister.'  To  all  who  know  any 
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S4 


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UNIVERSiry  OF  CAMFORNi 

AT  ; 

LOS  ANGELEg 

LIBRARY  ^ 


58  01212  3492      i 


SOUTHERN  REaONAi.  UBfiAflV  FAQUTY 


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